Tier 1 Evaluating the implementation of the Oliver McGowan Mandatory Training ((OMMT) in learning disabilities and autism across interdisciplinarity health-related courses at Aston University

Abstract

Introduction The Oliver McGowan Mandatory Training (OMMT) on Learning Disability and Autism was developed to address recognised gaps in healthcare professionals' education and training. Under the Health and Care Act 2022, healthcare providers are required to ensure staff receive role-appropriate training in autism and learning disabilities. In response, NHS England introduced OMMT as a standardised national programme to support the development of a skilled and inclusive healthcare workforce, aligned with the NHS Long Term Workforce Plan (2023). This study reports on the first pilot implementation of Tier 1 OMMT within a higher education institution, involving students enrolled in Nursing, Biomedical Science, Physician Associate, Optometry, and Pharmacy programmes at Aston University, UK. Materials and Methods The interdisciplinary Tier 1 training consisted of a 90-minute e-learning module and a one-hour interactive webinar featuring experts by experience and facilitators. This study evaluated healthcare students' understanding pre-and post-training. Data on autism and learning disabilities awareness was collected via Jisc Online Surveys. Likert scale data were analysed quantitatively, and free-text responses examined using thematic analysis to evaluate training effectiveness. Results Post-OMMT training results showed significant improvements in students' confidence in verbal communication and using various methods to communicate with autistic individuals and those with learning disabilities (p<0.0001). Students reported enhanced understanding and awareness of autism and mild, moderate, severe and profound learning disabilities (p<0.0001). Thematic analysis highlighted those students valued learning from experts by experience. Post-training participants recognised the benefits of individualised healthcare, the need for reasonable adjustments, and the importance of multidisciplinary team approaches in providing equitable care for autistic people and people with learning/intellectual disabilities. Discussion This interdisciplinary training enhanced healthcare students' understanding of autism and learning disabilities, equipping them with key skills for future NHS roles and supporting improved outcomes for neurodivergent populations. Embedding such training across all HEIs is essential to prepare professionals to not only treat, but also understand, respect, and advocate for autistic and learning-disabled individuals.