Abstract
<title>Abstract</title> <p>Background Persons with disabilities (PWD) continue to experience inequities in healthcare, partly because disability remains insufficiently addressed in undergraduate medical education. Experiential learning and meaningful involvement of PWD as educators have been proposed to improve disability competence, yet evidence on co-designed educational approaches and their longer-term impact remains limited. As part of the development of a longitudinal disability curriculum for undergraduate medical students at the University of Bern, Switzerland, we piloted two experiential workshops co-designed and delivered with an organization of persons with disabilities (OPD). Methods Seventeen medical students participated in two experiential workshops embedded within the planned longitudinal curriculum. The first workshop combined guided self-experience and reflection on environmental and attitudinal barriers, while the second used simulated clinical encounters with PWD educators providing structured feedback. The pilot was evaluated using pre- and post-workshop questionnaires, written qualitative feedback, and a focus group conducted one year later. Quantitative data were analyzed descriptively and qualitative data using thematic analysis. Results Students rated both workshops as highly relevant to their future clinical practice. Questionnaire responses indicated increased self-reported understanding of ableism, confidence in identifying barriers to care, and preparedness for clinical encounters with PWD. Qualitative analysis identified three main themes: (1) the authenticity and credibility of learning from educators with lived experience; (2) reduced apprehension and greater confidence during clinical interactions; and (3) increased awareness of environmental and attitudinal barriers, supporting a more person-centered approach to care. One year after participation, students described sustained changes in their communication, clinical practice, and awareness of accessibility issues. Conclusions This pilot suggests that experiential disability education co-designed and delivered with PWD is feasible, well accepted by medical students, and perceived as educationally valuable. Authentic interactions with educators with lived experience appeared to promote reflection, confidence and awareness that persisted beyond the immediate teaching sessions. Integrating PWD as equal educational partners represents a promising strategy for strengthening disability competence within undergraduate medical education.</p>