Individuals who are disabled experience poor physical health outcomes compared to non-disabled individuals. Individuals with disabilities often have complex health needs and require knowledgeable physicians who are adequately trained to provide them with equitable health care. Healthcare providers’ lack of knowledge about disabled people's experiences and their needs contributes to the healthcare disparities that they face. To further understand how best to educate pre-med and medical students on this topic and change this disparity, we must be aware of pre-medical students' attitudes, perspectives, and knowledge toward disabilities. The research completed will add a new level of understanding to the need for a thorough, accurate disability medical school curriculum. Additionally, it will allow pre-medical students to develop a voice to advocate for patients. 

The first question the study aims to answer is: What are pre-med students' opinions and attitudes toward disabled individuals and does this differ from other pre-health students? The second research question the study is: Are pre-medical students educated about disabilities and does their knowledge differ from other types of pre-health students? The study will use multiple scales including the Physicians Erroneous Assumptions Towards Adults with Intellectual Disability and vignettes centered around physician-patient interactions. 

It is predicted that pre-medical students with more positive attitudes toward disabilities will demonstrate higher levels of knowledge about disability issues. Additionally, students with more experiences with disability will yield higher knowledge scores and exhibit more positive attitudes and perspectives. It is also predicted that non-premedical pre-health students will have more positive attitudes toward disability.