Neuro-Inclusion in Medical Education: Are We Providing Neuro Affirmative Experiences to Include Neurodivergent Learners? An Exploration of Tutor Learning Needs.

BACKGROUND

Growing numbers of medical students now identify as neurodivergent. Educators must therefore adapt their teaching practices within clinical placements in healthcare settings to promote a more inclusive learning environment. However, there are no studies to explore how this can be done. This study explored the faculty perspective on teaching neurodivergent medical students during their clinical placements, as well as what their needs as educators are. Methods of improving placement experience were identified and proposed.

APPROACH: Doctors involved in undergraduate medical education teaching and supervision at a UK medical school were invited by email to participate in this qualitative study. Interested educators read a participant information sheet and returned a signed written consent form by email. Six participants were recruited take part in online semi-structured interviews exploring the educator perspective. The transcripts obtained from Zoom recordings were analysed, and the data thematically analysed using NVivo 12 software.

EVALUATION: Faculty were aware of neurodivergence and were committed to continuous learning, to improve teaching methods for neurodivergent students. 83% highlighted a clear difference in learning style within neurodivergent students, with 100% referencing a requirement to adapt their teaching style to suit neurodivergent needs. Interestingly, 83% of participants disclosed varying forms of personal experience with neurodivergent people outside of the medical education context. Key barriers to supporting students included student reluctance to share their diagnosis, practical challenges to implementing reasonable adjustments, and the shadow of stigma. 67% of participants felt completely unprepared in terms of understanding neurodivergent learner needs and how to best support them, with the remaining 33% relying on their own self-directed learning. All participants highlighted critical gaps in the support systems available to tutors who teach neurodivergent learners and 83% expressed a significant desire for at least one form of additional support.

CONCLUSION

Medical education remains behind the curve in engaging with the neurodivergence movement. These findings show that this issue is not just associated with individual educators but provides a system wide challenge. Faculty members lack knowledge, confidence and institutional support needed to effectively meet the needs of neurodivergent learners. Medical schools must therefore provide practical training, clearer guidance and consistent support structures to help educators create a neuro-affirmative learning environment.