Dual Processing and Social Minefields: How Autistic Healthcare Learners Experience Simulation-Based Education

Area of Science:

• Healthcare Education
• Neurodiversity Studies
• Medical Simulation

Background:

• Simulation-based education (SBE) in healthcare presents unique challenges.
• Autistic professionals are increasingly present in healthcare, yet their learning experiences in SBE are under-researched.
• Current SBE practices may inadvertently exclude neurodivergent learners.

Purpose of the Study:

• To explore the lived experiences of autistic healthcare learners in simulation-based education.
• To understand how autistic learners interpret and navigate these simulation environments.
• To identify potential improvements for SBE design to enhance inclusivity.

Main Methods:

• Interpretative Phenomenological Analysis (IPA) of semi-structured online interviews.
• Involved seven autistic healthcare learners (medical students, qualified doctors) from the UK and Europe.
• Interviews focused on descriptive accounts and reflective considerations of simulation experiences.

Main Results:

• Four themes emerged: 'Navigating Artificial Realities' (strategic, performance-focused approaches), 'The Social Minefield of Group Learning' (social dynamics as barriers), 'The Cognitive Burden of Dual Processing' (managing clinical and social demands), and 'Communication as a Structural Barrier' (need for clear instruction).
• Autistic learners may experience SBE challenges with heightened intensity.
• Design failures in SBE environments, not individual limitations, contribute to difficulties.

Conclusions:

• SBE environments, while seemingly inclusive, can present significant barriers for autistic learners.
• Addressing sensory, social, and communication aspects of SBE is vital for supporting neurodivergent talent.
• Findings offer insights to improve SBE design for all healthcare learners, promoting inclusivity and maximizing potential.