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Related Experiment Videos

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
PubMed
Summary
This summary is machine-generated.

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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:

Related Experiment Videos

  • 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.