Navigating neurodivergence: A scoping review to guide health professions educators

Area of Science:

• Health Professions Education
• Neurodiversity Studies
• Inclusive Learning Environments

Background:

• Neurodivergent students require inclusive educational settings to thrive, especially in health professions.
• Misrepresentation and misunderstanding of neurodivergence in clinical settings pose additional challenges.
• A literature review is essential to guide educators and identify research gaps.

Purpose of the Study:

• To comprehensively review existing literature on neurodivergent students in health professions education.
• To identify trends in research framing and focus over time.
• To understand the experiences and perspectives of neurodivergent students and educators.

Main Methods:

• A scoping review methodology guided by the Joanna Briggs Institute approach was employed.
• Searches were conducted across four electronic databases (MEDLINE, CINAHL, ERIC, PsycINFO) up to June 2024.
• Sixty-nine papers were screened, data extracted, and themes charted using a framework approach.

Main Results:

• Early literature focused on dyslexia or neurodivergence as a disability.
• Recent literature increasingly explores neurodivergent student experiences and educator perspectives.
• Key themes include professional identity, disclosure challenges, accommodations, and educator impact.

Conclusions:

• Neurodivergent students in health programs are often in exclusionary learning environments.
• Despite evolving framing, a consistent need for supportive educational structures remains.
• Further research is needed to develop evidence-based recommendations for inclusive practices.