Learning from Experience: A Scoping Review of the Inclusion of People with Lived Experience of Disability in Medical Education

This review aimed to provide a comprehensive overview of the current literature on the inclusion of people with lived experience of disability (PWLED) in medical education. A scoping literature review was conducted by searching three scientifc literature databases. Twelve articles met the inclusion criteria. PWLED were involved in medical education in a range of roles, most commonly as standardized patients, educators and contributors to simulated clinical encounters. Positive impacts on students were observed, including improved confidence, communication, clinical competence, and professional identity formation. In contrast, although the input on PWLED has been explored, it has rarely been evaluated. Educators have described positive PWLED outcomes, including personal empowerment, social connection, and a sense of contributing to future healthcare. The involvement of PWLED was often limited in scope and duration, with only a minority of studies demonstrating deep, sustained engagement or co-leadership in curriculum development. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-025-02558-7.