Experiences of Medical Students with Dyslexia in a Post-COVID-19 Curriculum
Background: Dyslexia in medical school is a common condition. With the COVID-19 pandemic, the medical school curriculum has changed which might lead to differing experiences faced by medical students. This study explores the experiences of medical students with dyslexia post-COVID-19 with a focus o...
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| Main Authors: | , |
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| פורמט: | Article |
| שפה: | אנגלית |
| יצא לאור: |
University Library System, University of Pittsburgh
2025-07-01
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| סדרה: | International Journal of Medical Students |
| נושאים: | |
| גישה מקוונת: | http://ijms.info/IJMS/article/view/2523 |
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| סיכום: | Background: Dyslexia in medical school is a common condition. With the COVID-19 pandemic, the medical school curriculum has changed which might lead to differing experiences faced by medical students. This study explores the experiences of medical students with dyslexia post-COVID-19 with a focus on study methods and support.
Methods: This qualitative study involved interviews with five medical students diagnosed with dyslexia. Data were collected between February and March 2023. The transcripts were analyzed using an iterative constant comparative approach to identify and develop themes related to the experiences of these students.
Results: Participants experienced a general need to work harder than their peers in certain areas of medical school, especially those pertaining to traditional learning methods. However, some participants also acknowledged strengths in other areas compared to their peers, especially concerning visual areas of medicine. This is translated into study strategies whereby participants opt for different learning-methods, adopting more visual, kinaesthetic and auditory approaches. Participants felt that more support should be given in terms of making teaching resources more dyslexic-friendly. While participants were more open in the disclosure of dyslexia, the aspect of raising awareness of the positive aspects of dyslexia in medical school was also raised.
Conclusion: This study highlighted the unique challenges and strengths of dyslexic medical students in a UK medical school, noting positive impacts of COVID-19's flexible learning. However, stereotypes and labels still persist, suggesting a need for better dyslexia education for staff and students and a curriculum shift to leverage neurodiverse strengths.
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| ISSN: | 2076-6327 |