Experiences of Medical Students with Dyslexia in a Post-COVID-19 Curriculum

Authors

  • Daniel Yi Liang Tan BSc (Medical Education). Final Year Medical Student, Queen Mary University of London, London, United Kingdom https://orcid.org/0009-0008-7819-282X
  • Maria Hayfron- Benjamin BSc (Hons), MSc (Medical Microbiology), Dip Nursing (adult), MSc Primary Care, PGCAP (Dist), FHEA, Med Practitioner Research. Reader in Medical Education Head of Admissions For Faculty of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom https://orcid.org/0009-0009-4633-1183

DOI:

https://doi.org/10.5195/ijms.2025.2523

Keywords:

Dyslexia, Medical School, Medical Students, Medical Curriculum

Abstract

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.

Metrics

Metrics Loading ...

Author Biography

Maria Hayfron- Benjamin, BSc (Hons), MSc (Medical Microbiology), Dip Nursing (adult), MSc Primary Care, PGCAP (Dist), FHEA, Med Practitioner Research. Reader in Medical Education Head of Admissions For Faculty of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom

Mrs Maria Hayfron-Benjamin, BSc (Hons) MSc (Medical Microbiology), Dip Nursing (Adult), MSc Primary Care, PGCAP (Dist), FHEA, MEd Practitioner Research

Reader in Medical Education Acting Co-Lead for Community Based Medical Education Head of Admissions for Faculty of Medicine and Dentistry

References

Berlin R. [About Dyslexia] Über dyslexie Archiv für Psychiatrie. 1884;15:276-8. German

Macdonald SJ. Towards a social reality of dyslexia. Brit J Learn Disabi. 2010;38(4):271–9.

Evans W. ‘I am not a dyslexic person I’m a person with dyslexia’: identity constructions of dyslexia among students in nurse education. J Adv Nurs. 2014 Feb;70(2):360–72.

Musto J. How do medical doctors with specific learning difficulties (SpLD) cope in a clinical setting? [dissertation] UEA. 2013.

Semple D, Smyth R. Oxford handbook of psychiatry. 4th ed. Oxford ; New York, Ny: Oxford University Press; 2019.

British Dyslexia Association. ] 2010 What is dyslexia? Available from: https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia. Last updated Dec 20, 2024; Cited Dec 24, 2024

Everatt J, Steffert B, Smythe I. An eye for the unusual: creative thinking in dyslexics. Dyslexia. 1999;5(1):28–46.

Gwernan-Jones R.A life history study with dyslexic adults mapping meaning-making and its relationship to the development of positive self-perceptions and coping skills [dissertation]. University of Exeter, England. 2010. Available from https://eric. exeter.ac.uk/repository/handle/10036/3308. Last updated Sep 30, 2010; Cited Dec 24, 2024

Johnson RM. Dyslexia is not a gift, but it is not that simple. Infant Child Dev. 2023;32(5):e2454.

Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems. Dyslexia. 2024;30(3):e1775.

Shaw SCK, Anderson JL. The experiences of medical students with dyslexia: An interpretive phenomenological study. Dyslexia. 2018 Aug;24(3):220–33.

Brennan C, Harrison W. The dyslexic surgeon. Bulletin. 2020;102(3):72–5.

Romberg F, Shaywitz BA, Shaywitz SE. How Should Medical Schools Respond to Students with Dyslexia? AMA J Ethics. 2016 Oct 1;18(10):975–85.

Shaw SCK, Malik M, Anderson JL. The exam performance of medical students with dyslexia: a review of the literature. MedEdPublish. 2017;6:116.

Nukari JM, Laasonen MR, Arkkila EP, Haapanen ML, Lipsanen JO, Poutiainen ET. Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults – a randomized controlled study. Dyslexia. 2022;28(2):166–84.

Morris D, Turnbull P. Clinical experiences of students with dyslexia. J. Adv. Nurs. 2006 Apr;54(2):238–47.

Ridley C. The experiences of nursing students with dyslexia. Nurs Stand. 2011;25(24):35–42.

Locke R, Scallan S, Mann R, Alexander G. Clinicians with dyslexia: a systematic review of effects and strategies. Clin Teach. 2015;12(6):394–8.

Crouch A. Needs/experiences of dyslexic students + support in clinical practice [dissertation].HEA for Health Sciences & Practice, University of Northhampton; 2008

Shaw SCK, Hennessy LR, Anderson JL. The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study. Adv Health Sci Educ Theory Pract. 2022;27(1):107–24.

Zawadka J, Miękisz A, Nowakowska I, Plewko J, Kochańska M, Haman E. Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Educ Inf Technol. 2021 Nov 1;26(6):6973–94.

Stuckey HL. Three types of interviews: Qualitative research methods in social health. JoSH-Diabetes. 2018;01:056–9.

Srivastava P, Hopwood N. A Practical Iterative Framework for Qualitative Data Analysis. Int J Qual Methods. 2009;8(1):76–84.

Braun V, Clarke V. Reflecting on reflexive thematic analysis. Qual Res Sport Exerc Health. 2019;11:1–9.

Taylor H, Vestergaard MD. Developmental Dyslexia: Disorder or Specialization in Exploration? Front. Psychol. 2022; 13.

S J, Mann E, Wharrad HJ, C FM, less. An empirical exploration of the impact of dyslexia on placement-based learning, and a comparison with non-dyslexic students. Divers. Equal Health Care. 9(2):0–0.

Denton TF, Meindl JN. The Effect of Colored Overlays on Reading Fluency in Individuals with Dyslexia. Behav Anal Pract. 2015 Aug 12;9(3):191–8.

White J. Supporting nursing students with dyslexia in clinical practice. Nurs Stand. 2007 Jan 17;21(19):35–42.

Woodfine BP, Nunes MB, Wright DJ. Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match! Comput. Educ. 2008 Apr;50(3):703–17.

Wilcha RJ. Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review. JMIR Med Educ. 2020;6(2):e20963.

Albaker WI, Al Kuwaiti A, Subbarayalu AV, Almuhanna A, Almuhanna FA, AlQudah AA. Strengthening medical education during the post-COVID-19 era for building an effective healthcare workforce: A narrative review. Electron J Gen Med2022;19(5):em396.

Association BD. British Dyslexia Association. Dyslexia friendly style guide. Available from: https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide. Last updated 2023; Cited 2024 Dec 24

Hennessy L, Shaw SCK, Anderson JL. Medical Students’ Attitudes towards and Beliefs about Dyslexia: A Single-Centre Survey Study. IJSSES . 20207(4);69-79..

Lambert R, Harriss E. Insider accounts of dyslexia from research mathematicians. Educ Stud Math. 2022 Sep 1;111(1):89–107.

Fram S. The Constant Comparative Analysis Method Outside of Grounded Theory. Qual Rep. 2013 Jan 7;18(1):1–25.

Finlay L. Reflexivity: An Essential Component for All Research? Br. J. Occup. Ther. 1998 Oct;61(10):453–6.

Gourdon-Kanhukamwe A, Kalandadze T, Yeung SK, Azevedo F, Iley B, Phan JM, et al. Opening up understanding of neurodiversity: A call for applying participatory and open scholarship practices. bpscog. 2023;1(8):23–7.

Macfarlane B, Cheng M. Communism, Universalism and Disinterestedness: Re-examining Contemporary Support among Academics for Merton’s Scientific Norms. J. Acad. Ethics. 2008;6:67–78.

Javed S, Muniandy M, Lee CK, Husni H. Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions. Educ Inf Technol. 2024 ;29(8):9607–43.

This flowchart shows the sources of participant recruitment. No responses were obtained from bulletin board posters (n=0), while e-posters generated 3 responses and snowball sampling contributed another 3. One email attempt yielded no responses. In total, 5 participants were recruited.

Downloads

Published

2025-07-21 — Updated on 2025-07-21

How to Cite

Tan, D. Y. L., & Hayfron- Benjamin, M. (2025). Experiences of Medical Students with Dyslexia in a Post-COVID-19 Curriculum. International Journal of Medical Students, 13(3), 255–265. https://doi.org/10.5195/ijms.2025.2523

Issue

Vol. 13 No. 3 (2025)

Section

Original Article

Categories

License

Copyright (c) 2025 Daniel Yi Liang Tan, Maria Hayfron- Benjamin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site; with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
    2. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgment of its initial publication in this journal.
    3. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
    4. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
    5. The Author represents and warrants that:
      1. the Work is the Author’s original work;
      2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
      3. the Work is not pending review or under consideration by another publisher;
      4. the Work has not previously been published;
      5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
      6. the Work contains no libel, invasion of privacy, or other unlawful matter.
    6. The Author agrees to indemnify and hold Publisher harmless from the Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Enforcement of copyright

The IJMS takes the protection of copyright very seriously.

If the IJMS discovers that you have used its copyright materials in contravention of the license above, the IJMS may bring legal proceedings against you seeking reparation and an injunction to stop you using those materials. You could also be ordered to pay legal costs.

If you become aware of any use of the IJMS' copyright materials that contravenes or may contravene the license above, please report this by email to contact@ijms.org

 

Infringing material

If you become aware of any material on the website that you believe infringes your or any other person's copyright, please report this by email to contact@ijms.org