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The learning-disabled medical student
P Accardo1, C Haake, B Whitman
1Department of Pediatrics and Adolescent Medicine, St. Louis University School of Medicine, Missouri.
Journal of Developmental and Behavioral Pediatrics : JDBP
|October 1, 1989
Summary
Faculty attitudes and misunderstanding learning disabilities negatively impact medical students with learning disabilities. Remediation of basic skills is ineffective and harmful for these graduate-level students.
Area of Science:
- Developmental Pediatrics
- Medical Education
- Neuroscience
Background:
- Medical school promotion committees consult developmental pediatricians regarding academic difficulties of learning-disabled students.
- Faculty misunderstanding of learning disabilities contributes to poor performance in medical students.
Purpose of the Study:
- To address the challenges faced by learning-disabled medical students.
- To advocate for appropriate support and intervention strategies.
Main Methods:
- Utilizing the sequential-simultaneous information processing model to understand learning disability patterns.
- Analyzing faculty attitudes and their impact on student performance.
Main Results:
- Faculty's lack of understanding regarding learning disabilities is a significant barrier.
- Traditional remediation of basic skills is inappropriate for graduate-level learning-disabled students.
Conclusions:
- Intensive remediation of rote spelling and writing is counterproductive for learning-disabled medical students.
- A better understanding of learning disabilities is crucial for supporting these students in higher education.