Knowledge and attitudes toward learning disabilities among medical and nursing students in Vietnam: findings from a national cross-sectional survey.
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| Titel: | Knowledge and attitudes toward learning disabilities among medical and nursing students in Vietnam: findings from a national cross-sectional survey. |
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| Autoren: | Hong Ngoc Nguyen Q; College of Health Sciences, VinUniversity, Hanoi, Vietnam., Thi Thủy Nguyen D; College of Health Sciences, VinUniversity, Hanoi, Vietnam., Hoang TA; College of Health Sciences, VinUniversity, Hanoi, Vietnam. anh.ht@vinuni.edu.vn., Nguyen CA; College of Health Sciences, VinUniversity, Hanoi, Vietnam., Ngan Nguyen H; College of Health Sciences, VinUniversity, Hanoi, Vietnam., De La Paz S; Department of Counseling, Higher Education, and Special Education, College of Education, University of Maryland, College Park, MD, USA., Liamputtong P; College of Arts and Sciences, VinUniversity, Hanoi, Vietnam.; Center for Environmental Intelligence, VinUniversity, Hanoi, Vietnam., Thi Hoa Nguyen H; College of Health Sciences, VinUniversity, Hanoi, Vietnam., Tran Dieu Nguyen H; College of Health Sciences, VinUniversity, Hanoi, Vietnam., Van Le P; College of Health Sciences, VinUniversity, Hanoi, Vietnam.; School of Medicine, University of California, San Francisco, CA, USA. |
| Quelle: | BMC medical education [BMC Med Educ] 2025 Nov 10; Vol. 25 (1), pp. 1567. Date of Electronic Publication: 2025 Nov 10. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2001- |
| MeSH-Schlagworte: | Health Knowledge, Attitudes, Practice* , Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Students, Medical*/psychology , Students, Medical*/statistics & numerical data , Learning Disabilities*/psychology, Humans ; Vietnam ; Cross-Sectional Studies ; Male ; Female ; Surveys and Questionnaires ; Adult ; Young Adult |
| Abstract: | Competing Interests: Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the ethical principles of the Declaration of Helsinki [62]. The study protocol was approved by the Institutional Ethical Review Board of Vinmec International General Hospital JSC & VinUniversity (Approval Reference Number: 71/2023/QD-VMEC). All participants were informed about the purpose and procedures of the study, and written informed consent was obtained prior to their participation. Consent for publication: This manuscript includes data for which consent was obtained from all participants. Identifiable data, such as student ID pictures, were optional and voluntarily provided solely for verification purposes. These data were securely managed and permanently deleted by the research coordinator following internal review. Under no circumstances are student ID data published or disclosed. All other data reported in the manuscript were collected with informed consent from participants. Competing interests: The authors declare no competing interests. Learning disabilities (LD) is under-researched in medical and nursing education worldwide, especially regarding students' perceptions of their peers with LD-an area particularly overlooked in low- and middle-income countries like Vietnam. As future healthcare professionals, whether Vietnamese medical and nursing students are aware of or accurately understand LD, and whether their perceptions may pose barriers to creating a more inclusive educational environment for peers with LD, remained unanswered. Our study investigated the knowledge and attitudes towards LD among 845 undergraduate medical and nursing students from 14 universities across Vietnam. A quantitative, cross-sectional, online questionnaire was conducted from November 2023 to February 2024, as part of a larger mixed-method exploratory study. Questions about knowledge and attitude toward LD were scored using a 4-point Likert scale. The survey results showed average knowledge and attitudes scores of 16.09/27 and 34.01/60, respectively. Pearson's Correlation Coefficient was used to assess the relationship between knowledge and attitude scores. Associations between sociodemographic factors and these scores were analyzed using t-tests (for binary variables), one-way ANOVA (for categorical variables), and Spearman correlations (for continuous variables). Notably, students attending private universities and coming from families with higher incomes had significantly higher knowledge scores, while these factors did not influence attitude scores. The weak correlation coefficient between knowledge and attitudes suggests that comprehensive strategies are needed to meaningfully influence students' perceptions of LD. Recommendations include integrating LD-related content into curricula, providing training for both faculty and students on LD recognition and support strategies, and establishing peer-support programs in universities throughout Vietnam. Targeted interventions should prioritize raising awareness among students from public universities and those from lower socioeconomic backgrounds. (© 2025. The Author(s).) |
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| Contributed Indexing: | Keywords: Inclusive education; Learning disabilities; Medical students; National survey; Nursing students; Vietnamese health professional education |
| Entry Date(s): | Date Created: 20251111 Date Completed: 20251112 Latest Revision: 20251113 |
| Update Code: | 20251113 |
| PubMed Central ID: | PMC12604178 |
| DOI: | 10.1186/s12909-025-07956-4 |
| PMID: | 41214742 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the ethical principles of the Declaration of Helsinki [62]. The study protocol was approved by the Institutional Ethical Review Board of Vinmec International General Hospital JSC & VinUniversity (Approval Reference Number: 71/2023/QD-VMEC). All participants were informed about the purpose and procedures of the study, and written informed consent was obtained prior to their participation. Consent for publication: This manuscript includes data for which consent was obtained from all participants. Identifiable data, such as student ID pictures, were optional and voluntarily provided solely for verification purposes. These data were securely managed and permanently deleted by the research coordinator following internal review. Under no circumstances are student ID data published or disclosed. All other data reported in the manuscript were collected with informed consent from participants. Competing interests: The authors declare no competing interests.<br />Learning disabilities (LD) is under-researched in medical and nursing education worldwide, especially regarding students' perceptions of their peers with LD-an area particularly overlooked in low- and middle-income countries like Vietnam. As future healthcare professionals, whether Vietnamese medical and nursing students are aware of or accurately understand LD, and whether their perceptions may pose barriers to creating a more inclusive educational environment for peers with LD, remained unanswered. Our study investigated the knowledge and attitudes towards LD among 845 undergraduate medical and nursing students from 14 universities across Vietnam. A quantitative, cross-sectional, online questionnaire was conducted from November 2023 to February 2024, as part of a larger mixed-method exploratory study. Questions about knowledge and attitude toward LD were scored using a 4-point Likert scale. The survey results showed average knowledge and attitudes scores of 16.09/27 and 34.01/60, respectively. Pearson's Correlation Coefficient was used to assess the relationship between knowledge and attitude scores. Associations between sociodemographic factors and these scores were analyzed using t-tests (for binary variables), one-way ANOVA (for categorical variables), and Spearman correlations (for continuous variables). Notably, students attending private universities and coming from families with higher incomes had significantly higher knowledge scores, while these factors did not influence attitude scores. The weak correlation coefficient between knowledge and attitudes suggests that comprehensive strategies are needed to meaningfully influence students' perceptions of LD. Recommendations include integrating LD-related content into curricula, providing training for both faculty and students on LD recognition and support strategies, and establishing peer-support programs in universities throughout Vietnam. Targeted interventions should prioritize raising awareness among students from public universities and those from lower socioeconomic backgrounds.<br /> (© 2025. The Author(s).) |
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| ISSN: | 1472-6920 |
| DOI: | 10.1186/s12909-025-07956-4 |