PurposeThis study aimed to assess pediatric rehabilitation medicine (PRM) physicians' experiences with disability education and opinions regarding a structured curriculum during graduate medical education.MethodsThis was a mixed-methods, descriptive survey study of current PRM physicians including PRM attendings, PRM fellows, and Pediatrics/Physical Medicine and Rehabilitation residents. Respondents completed an electronic survey via REDCap. Survey topics included prior disability education, current institutional disability education, and future development of formal disability education. Responses were de-identified. Data was analyzed with descriptive statistics and thematic analysis.ResultsSixty-five PRM physicians completed the survey. Four themes emerged to describe disability education of PRM physicians: 1) There is a lack of structured disability education, 2) PRM physicians are leaders in caring for children with disabilities and should receive formal education, 3) Patient-centered experiences are considered a key part of the disability curricula, 4) Disability education can aid PRM physicians in advocacy.ConclusionCurrent disability educational experiences are variable amongst PRM physicians, and there is no standardized approach. The majority of PRM physicians surveyed in this study perceived current disability education practices as inadequate and were in favor of a formal curriculum.
Caine et al. (2026) studied this question.