Correction: BMC Health Serv Res 24, 418 (2024)
https://doi.org/10.1186/s12913-024-10918-z
In Table 2 of this article, multiple errors were present:
The citations to the references (in between square brackets) were missing in the first column and the corresponding references were missing from the reference list.
In columns 4-6/row 2, some of the numbers in between brackets were incorrectly formatted as reference citations (as a result of a typesetting mistake); formatted in bold in the incorrect version of Table 2 below.
In column 7/row 5, a number in between brackets was incorrectly formatted as reference citations (as a result of a typesetting mistake); formatted in bold in the incorrect version of Table 2 below.
In addition, some of the author correction instructions were published as article notes (as a result of a typesetting mistake).
The incorrect and correct version of Table 2 can be found below, as well as a list of the missing references in the reference list. The article has been updated to correct the errors in Table 2, to add the missing references in the reference list and to remove the invalid article notes. The publisher apologises to the authors and readers for the inconvenience caused by the errors.
List of missing references:
11. Rotenberg S, Rodríguez Gatta D, Wahedi A, Loo R, McFadden E, Ryan S. Disability training for health workers: A global evidence synthesis. Disabil Health J. 2022;15(2):101260.
27. Adirim Z, Sockalingam S, Thakur A. Post-graduate Medical Training in Intellectual and Developmental Disabilities: a Systematic Review. Acad Psychiatry. 2021;45(3):371–81.
28. Booth A, Scantlebury A, Hughes-Morley A, Mitchell N, Wright K, Scott W, et al. Mental health training programmes for non-mental health trained professionals coming into contact with people with mental ill health: a systematic review of effectiveness. BMC Psychiatry. 2017;17(1):196.
29. Cox A, Dube C, Temple B. The influence of staff training on challenging behaviour in individuals with intellectual disability: a review. J Intellect Disabil. 2015;19(1):69–82.
30. Ioerger M, Flanders R, French-Lawyer J, Turk M. Interventions to Teach Medical Students About Disability: A Systematic Search and Review. Am J Phys Med Rehabil. 2019;98(7):577–99.
31. Mukadam N, Cooper C, Kherani N, Livingston G. A systematic review of interventions to detect dementia or cognitive impairment. Int J Geriatr Psychiatry. 2015;30(1):32–45.
32. Piot M, Dechartres A, Attoe C, Romeo M, Jollant F, Billon G, et al. Effectiveness of simulation in psychiatry for nursing students, nurses and nurse practitioners: A systematic review and meta-analysis. J Adv Nurs. 2022;78(2):332–47.
33. van der Meer L, Matthews T, Ogilvie E, Berry A, Waddington H, Balandin S, et al. Training Direct-Care Staff to Provide Communication Intervention to Adults With Intellectual Disability: A Systematic Review. Am J Speech Lang Pathol. 2017;26(4):1279–95.
Incorrect Table 2 and Correct Table 2 (respectively):
Table 2.
Training on disability effect estimates for healthcare workers reported in systematic reviews (2015–2022)
| Primary author, Year [Ref] | Target disability | Studies N | Countries [LMICs] Country name |
Target cadre (n) | Target outcome (n) | Pedagogical methodology (n) | Measurement tools/ Evaluation methodology (n) | Participants trained N | Evidence of impact | Confidence rating |
|---|---|---|---|---|---|---|---|---|---|---|
| Adirim, 2021 [1] | Intellectual and developmental disabilities | 16 |
2 [0] USA [14] Canada (2) |
Pediatrics [12] Psychiatry (3) Family Medicine (1) |
Awareness [6] Knowledge (13) Other/unclear (1) |
Clinical rotation: (9/16) theoretical/ pedagogical: (14/16) didactic or seminar: (12/14) clinical practice; (10/11), simulation, (1/11). Immersive experiences: (7/16) interactive approaches (5/16) |
Knowledge assessment (9/16) Self-reported learning: (9/16) Evaluation of intervention (3/16) Clinical changes (2/16) Observed behavioural change (1) |
Not reported | Narrative summary: improved knowledge, skills, competence, positive attitudes | Low |
| Booth A, 2017 | Mental health | 2 |
2 [0] USA (2) |
a) Child welfare case officers b) Community practitioners |
Knowledge and referral | Face-to-face, didactic and interactive training with video demonstrations of available evidence based practice | 54 item questionnaire developed by study team to evaluate knowledge of mental health conditions |
a) 67 b)182 |
Intervention group had significantly increased awareness of evidence based practice | Medium |
| Cox AD, 2015 | Intellectual disabilities | 19 | Not reported | Direct care, psychologist, manager not reported (8) | 1) Health outcome: Improvement in client behaviour: (9/19) | Not reported |
1) Direct observation of client behaviour (8) (Combination of two study groups) 2) questionnaires (9) |
Not reported | Narrative summary: trend toward change in behaviour of clients | Low |
| Ioerger M, 2019 | All disabilities | 77 |
12 [4] USA (36) UK (19) Canada (6) Australia (7) Brazil (1) Nigeria (1) Pakistan (1) S.Africa (2) Croatia (1) Ireland (1) Israel (1) New Zealand (1) |
Medical students | Students' disability knowledge (35), skills (28), or attitudes (35) | Lectures most common (36), followed by reflection [25] and small group discussions (25) |
1) Attitude change 2) Skills acquired 3) Knowledge 4) General feedback |
5982 (15 studies did not report) | Before after studies, no improvements reported | Low |
| Mukadam N, 2015 | Dementia | 13 |
5 [0] Denmark (1) UK (1) USA (2) Germany (1) France (1) |
GPs and primary care clinics |
1) Behaviour, performance or practice—dementia detection and adherence to guidelines 2) Knowledge 3) Attitude |
One-to-one (4), Group setting (5), Written information (3), Training to use screening tools (2), Decision support (4), Patient education (1), Specialist consultation (1) |
1) Questionnaire: Patient reported healthcare outcomes 2) Knowledge questionnaire: healthcare worker 3) review of medical record notes |
1,312 participants and 9 clinics | Cluster RCT (5), controlled before after (1): Improved healthcare outcomes when intervention included both education and structured care management | High |
| Piot MA, 2021 | Mental health | 11 in meta-analysis | Not reported | Nurses | Nurses skills, attitudes and behaviours and mental health outcomes |
Simulation: Simulated patient (55) Role-play (40) Virtual reality (12) Manikin (10) Voice simulation (9) |
Pre-post tests: Satisfaction (4) Attitudes (88) Skills (25) Knowledge (43) Behaviours (20) Mental health outcomes (7) |
Not reported |
Randomized and non-randomized controlled studies and single group pre/post studies. Attitude: simulation and inactive control—immediately post test (0.22; 95% CI [0.06; 0.38]), 2–4 month follow up:(0.60; [0.15; 1.0) Skills: simulation and active control—(1.12; [0.39; 1.86]), |
High |
| Rotenberg S, 2022 | All disabilities | 78 | Reported by region |
Medics (37) Nurses (17) Allied Health Professionals (31) Dentists (7) Psychologists (4) Personal Care Workers (5) Community Healthcare workers (2) Pharmacists (2) |
Knowledge (57) Competence (42) Attitudes (31) Knowledge (57) Competence (42) Attitudes (31) Confidence (24) Comfort (15) Communication skills (12) Self-Efficacy (11) |
Lecture/didactic methods (65) Case study (28) Clinical encounter (26) Placements, experiential, and community-based learning (25) Simulation (24) People with disabilities as a teacher (19) |
70% of studies designed their own instruments | Not reported | Narrative review: Use of multiple teaching methods and multi-pronged approaches that emphasise mainstreaming disability in health curricula, sustained approaches that promote systemic change | High |
| van der Meer L, 2016 | Intellectual disabilities | 22 | Not reported | Staff' |
1) Develop communication plans 2) Improve interaction skills 3) Implement intervention plans 4) Use augmented communication |
Presentation/instruction/manual, discussion, modelling/demonstration, role play/practice, video analysis/examples, feedback, self-monitoring/examination |
1) Change in behaviour and knowledge/belief of staff, 2) Change in outcomes of people with intellectual disabilities (communication and behaviour) |
432 participants | Systematic review: 14 studies provided emerging evidence, with one study proviA9:P10ding conclusive evidence: (number choice opportunities provided increased) | Medium |
Table 2.
Training on disability effect estimates for healthcare workers reported in systematic reviews (2015–2022)
| Primary author, Year [Ref] | Target disability | Studies N | Countries [LMICs] Country name |
Target cadre (n) | Target outcome (n) | Pedagogical methodology (n) | Measurement tools/ Evaluation methodology (n) | Participants trained N | Evidence of impact | Confidence rating |
|---|---|---|---|---|---|---|---|---|---|---|
| Adirim Z, 2021 [27] | Intellectual and developmental disabilities | 16 |
2 [0] USA (14) Canada (2) |
Pediatrics (12) Psychiatry (3) Family Medicine (1) |
Awareness (6) Knowledge (13) Other/unclear (1) |
Clinical rotation: (9/16) theoretical/ pedagogical: (14/16) didactic or seminar: (12/14) clinical practice; (10/11), simulation, (1/11). Immersive experiences: (7/16) interactive approaches (5/16) |
Knowledge assessment (9/16) Self-reported learning: (9/16) Evaluation of intervention (3/16) Clinical changes (2/16) Observed behavioural change (1) |
Not reported | Narrative summary: improved knowledge, skills, competence, positive attitudes | Low |
| Booth A, 2017 [28] | Mental health | 2 |
2 [0] USA (2) |
a) Child welfare case officers b) Community practitioners |
Knowledge and referral | Face-to-face, didactic and interactive training with video demonstrations of available evidence based practice | 54 item questionnaire developed by study team to evaluate knowledge of mental health conditions |
a) 67 b)182 |
Intervention group had significantly increased awareness of evidence based practice | Medium |
| Cox A, 2015 [29] | Intellectual disabilities | 19 | Not reported | Direct care, psychologist, manager not reported (8) | 1) Health outcome: Improvement in client behaviour: (9/19) | Not reported |
1) Direct observation of client behaviour (8) (Combination of two study groups) 2) questionnaires (9) |
Not reported | Narrative summary: trend toward change in behaviour of clients | Low |
| Ioerger M, 2019 [30] | All disabilities | 77 |
12 [4] USA (36) UK (19) Canada (6) Australia (7) Brazil (1) Nigeria (1) Pakistan (1) S.Africa (2) Croatia (1) Ireland (1) Israel (1) New Zealand (1) |
Medical students | Students' disability knowledge (35), skills (28), or attitudes (35) | Lectures most common (36), followed by reflection (25) and small group discussions (25) |
1) Attitude change 2) Skills acquired 3) Knowledge 4) General feedback |
5982 (15 studies did not report) | Before after studies, no improvements reported | Low |
| Mukadam N, 2015 [31] | Dementia | 13 |
5 [0] Denmark (1) UK (1) USA (2) Germany (1) France (1) |
GPs and primary care clinics |
1) Behaviour, performance or practice—dementia detection and adherence to guidelines 2) Knowledge 3) Attitude |
One-to-one (4), Group setting (5), Written information (3), Training to use screening tools (2), Decision support (4), Patient education (1), Specialist consultation (1) |
1) Questionnaire: Patient reported healthcare outcomes 2) Knowledge questionnaire: healthcare worker 3) review of medical record notes |
1,312 participants and 9 clinics | Cluster RCT (5), controlled before after (1): Improved healthcare outcomes when intervention included both education and structured care management | High |
| Piot M, 2021 [32] | Mental health | 11 in meta-analysis | Not reported | Nurses | Nurses skills, attitudes and behaviours and mental health outcomes |
Simulation: Simulated patient (55) Role-play (40) Virtual reality (12) Manikin (10) Voice simulation (9) |
Pre-post tests: Satisfaction (4) Attitudes (88) Skills (25) Knowledge (43) Behaviours (20) Mental health outcomes (7) |
Not reported |
Randomized and non-randomized controlled studies and single group pre/post studies. Attitude: simulation and inactive control—immediately post test (0.22; 95% CI [0.06; 0.38]), 2–4 month follow up:(0.60; [0.15; 1.0) Skills: simulation and active control—(1.12; [0.39; 1.86]), |
High |
| Rotenberg S, 2022 [11] | All disabilities | 78 | Reported by region |
Medics (37) Nurses (17) Allied Health Professionals (31) Dentists (7) Psychologists (4) Personal Care Workers (5) Community Healthcare workers (2) Pharmacists (2) |
Knowledge (57) Competence (42) Attitudes (31) Knowledge (57) Competence (42) Attitudes (31) Confidence (24) Comfort (15) Communication skills (12) Self-Efficacy (11) |
Lecture/didactic methods (65) Case study (28) Clinical encounter (26) Placements, experiential, and community-based learning (25) Simulation (24) People with disabilities as a teacher (19) |
70% of studies designed their own instruments | Not reported | Narrative review: Use of multiple teaching methods and multi-pronged approaches that emphasise mainstreaming disability in health curricula, sustained approaches that promote systemic change | High |
| van der Meer L, 2016 [33] | Intellectual disabilities | 22 | Not reported | Staff' |
1) Develop communication plans 2) Improve interaction skills 3) Implement intervention plans 4) Use augmented communication |
Presentation/instruction/manual, discussion, modelling/demonstration, role play/practice, video analysis/examples, feedback, self-monitoring/examination |
1) Change in behaviour and knowledge/belief of staff, 2) Change in outcomes of people with intellectual disabilities (communication and behaviour) |
432 participants | Systematic review: 14 studies provided emerging evidence, with one study proviA9:P10ding conclusive evidence: (number choice opportunities provided increased) | Medium |