SELF-EFFICACY OF MEDICAL STUDENTS: AUTISM-RELATED KNOWLEDGE, COMFORT LEVEL, EDUCATION, AND EXPERIENCE

Abstract

The purpose of this study was to explore the scope and nature of medical students’ curriculum and educational practices related to autism spectrum disorder before graduating medical school. Quantitative methods were used to gain insight into autism knowledge, comfort levels, and self-efficacy of medical students currently enrolled at East Carolina University. Thirty-three students responded, showing higher than expected mean scores on the autism knowledge section of the survey. The study found that the third-year medical students had a higher knowledge mean (16.83) than other years. The medical students’ comfort level was higher when treating patients with Autism only (52.7%) when compared to treating patients with Autism with co-morbidities (35.6%). Medical students reported being uncomfortable (75.7%) when asked for guidance about school support (e.g., Section 504, individual education plans, and student accommodations). The study sample size was small. Future research could recruit participants from more than one medical school to increase the sample size. No gap in knowledge was found; however, comfort levels were lower than expected.