Experiences of Medical Students with Dyslexia in a Post-COVID-19 Curriculum
DOI:
https://doi.org/10.5195/ijms.2025.2523Keywords:
Dyslexia, Medical School, Medical Students, Medical CurriculumAbstract
Background: Dyslexia in medical school is a common condition. With the COVID-19 pandemic, the medical school curriculum has changed. This might lead to differing experiences faced by dyslexic medical students compared to previous literature. AIM: This paper explores the experiences of medical students with dyslexia post-COVID-19, specifically on study methods, support, and attitudes towards their diagnosis. Methods: A qualitative study involving online interviews of five medical students with a formal dyslexia diagnosis was done. Data was collected over two months, from February to March 2023. Transcripts were analysed using an iterative constant comparative approach, forming themes on the experiences of these medical students. Results: Participants experienced a general need to work harder than their peers in certain areas of medical school, especially about traditional learning methods. However, participants highlighted strengths in visual and kinaesthetic learning. They viewed dyslexia as an advantage in areas such as pattern recognition and creative problem-solving, emphasising the concept of neurodiversity. COVID-19 delayed diagnosis and support services but fostered flexible, asynchronous learning that participants found beneficial. While participants valued support such as extra time, they highlighted the need for more inclusive teaching methods. They were more open to disclosure of dyslexia but expressed stigma still exists. Conclusion: This study examined the experiences of dyslexic medical students in the UK, uncovering their unique challenges and strengths. While COVID-19 prompted beneficial changes, stigma remains a barrier. We advocate for greater dyslexia awareness, rethinking curriculum design to improve accessibility, and embracing innovative teaching methods to support diverse learners.
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