Doctors with dyslexia: strategies and support
Rachel Locke1, Gail Alexander2, Richard Mann2
1Faculty of Education, Health and Social Care, the University of Winchester, Hampshire, UK.
The Clinical Teacher
|October 8, 2016
Summary
Doctors with dyslexia often don't disclose their condition at work but develop coping strategies. Creating supportive environments and challenging negative assumptions are key for educators and employers.
Area of Science:
- Medical Education
- Neurodiversity in Healthcare
- Clinical Practice
Background:
- Dyslexia in doctors is often viewed as an individual issue, necessitating workplace adjustments.
- An increasing number of medical students disclose dyslexia, highlighting the need for effective educational support.
- This research examines the effects of dyslexia on clinical practice and the coping mechanisms employed by physicians.
Purpose of the Study:
- To investigate the impact of dyslexia on doctors' clinical practice.
- To identify coping strategies used by doctors with dyslexia.
- To inform educators on how to best support doctors with dyslexia.
Main Methods:
- Qualitative data gathered from 14 doctors with dyslexia via semi-structured interviews and surveys.
- In situ demonstration interviews to observe workplace management of dyslexia.
- Consultations with employers and educators responsible for supporting doctors with dyslexia.
Main Results:
- Many doctors with diagnosed dyslexia do not disclose it to their employers.
- Participants developed personalized coping strategies and workarounds.
- While 'reasonable adjustments' are provided, their contribution to an enabling environment is uncertain; shadowing and dedicated time for tasks were supportive.
Conclusions:
- Encouraging disclosure among doctors with dyslexia is crucial.
- Educators must challenge negative assumptions and foster understanding of supportive work environments.
- Evidence-based strategies and resources are now available for educators to support doctors with dyslexia.
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