Brittany N Hand, Daniel Gilmore, Holden DeVassie, Anne Longo, Lisa Juckett, Christopher Hanks, Susan M Havercamp, Daniel Coury
One barrier to meeting autistic adults' health care needs is the dearth of physicians with Autism training. We developed an adult Autism training for residents, who are postdoctoral physicians training to become specialists, in internal medicine or family medicine. We used formative evaluation to design the training with autistic adults and family members of autistic adults, who were paid consultants. The training includes six prerecorded presentations, six case studies, and two standardized patient scenarios. We conducted focus groups and interviews with 23 residents and 14 faculty who educate residents. We described the curriculum, reviewed the content in one module, and obtained feedback on maximizing feasibility and scalability. Using semantic-level inductive rapid qualitative analysis we identified three themes and two subthemes. First, "flexibility is key" described ways to increase flexibility to accommodate resident and faculty schedules across programs. Second, "time is the most valuable asset" described the need to minimize duration and maximize impact. Third, "buy-in is necessary" described ways to increase buy-in from residents and residency leadership. Two subthemes, "we don't talk much about neurodivergence" and "this content applies to all patients," describe how to increase buy-in by highlighting how this training fills a gap in resident education and can be generalized to multiple populations. Results highlighted ways to modify our training to maximize implementability across different residency programs. Next steps include pilot testing of feasibility, acceptability and effects on resident self-efficacy, attitudes/beliefs, and knowledge. In the long term, we expect this will yield more adult care physicians prepared to meet autistic adults' needs.
