Background: Children with intellectual disability (ID) face significant barriers accessing and receiving medical care, particularly in the complex environment of the Emergency Department (ED). Results of a survey including multidisciplinary staff revealed that ED clinicians are poorly equipped to identify and manage the unique needs and behavioural challenges children with ID can present with, leading to suboptimal patient care and negative experience for families and clinicians.

Objectives: Implement an interdisciplinary, multi-modal educational program aimed to improve clinician confidence and ability to identify and manage the challenges in behaviours of children with ID in the ED.

Method: Together with the Child Development Team and valuable input from the carers of children with ID, the Motivated for Change Program (MFCP) was developed. This innovative education program involved pre-learning online videos and face-to-face interactive lectures aimed to provide staff with a foundational understanding of ID, and practical skills and strategies to improve patient and family engagement and care. Simulation exercises promoted real-time practice of new learnings, involving credible scenarios, guided feedback, and reflection within safe learning environments. Continual improvement cycles ensured the program's relevance, impact, and sustainability within the ED.
Results: Comparison between pre-intervention (n=131), post-intervention (n=110), and program feedback questionnaires (n=87) showed highly statistically significant improvements in knowledge, and skills in working with individuals with ID (p<0.001), strategies to optimise communication (p<0.001), early identification of behavioural escalation (p<0.001), and strategies to mitigate and manage challenging behaviours (p<0.001). 95% of respondents believed the program would positively influence their future practice.

Conclusion: The MFCP effectively addressed the learning gaps identified in the pre-program surveys. Staff demonstrated enhanced knowledge, skills, and attitudes toward caring for children with ID. The results underscore the importance of innovative and collaborative education and training programs to create meaningful change, highlighting the necessity to continue this program within the ED.