Training Medical Students in Deaf, DeafBlind, and Hard-of-Hearing Patient Care Through Interactive Lecture and Simulation

Introduction: Approximately one in seven individuals in the United States has hearing loss, yet many medical students have limited exposure to Deaf culture, accessibility practices, and health disparities faced by Deaf, DeafBlind, and Hard-of-Hearing (DDBHH) patients. To address this, an educational session was introduced that later expanded to include simulated scenarios. Methods: We developed a two-part initiative incorporating community narratives, lecture, and case-based learning. First, we implemented a 2-hour elective interactive lecture co-designed with Deaf collaborators, which later expanded into a required session for third-year medical students. We developed a 2-hour simulation session featuring four scenarios with community-recruited and trained DDBHH patients, andvarious interpreters, including American Sign Language, Certified Deaf, Video Remote, and DeafBlind Interpreters. Presession and postsession surveys assessed student knowledge and confidence. Results: Among 236 third-year medical students, approximately 80% self-identified as having minimal or no knowledge of Deaf culture or disparities. Postlecture, the proportion of students who felt equipped to provide equitable care to DDBHH patients increased from 7% to 84% (35% response rate). Eight students participated in the simulated session. Postsimulation, knowledge scores increased by 75%, and mean confidence scores (5-point Likert scale; 1 = not confident, 5 = confident) in caring for Deaf and DeafBlind patients increased by 1.3 and 1.7 points, respectively (100% response rate). Both sessions received strong positive feedback that emphasized applicability of the experiences. Discussion: Integrating education on DDBHH health disparities and culture into medical training is needed and feasible. Next steps include program expansion and supporting adaptation at other institutions.