Ali, K

Kisielewska, J

Subhan, F

Tredwin, C

PEARL (Univ. of Plymouth)

Peninsula Dental School Faculty of Health 2019-06-22 Impact of Dyslexia on the Education Experiences of Undergraduate Students in Medicine, Dentistry, and Biomedical Sciences: A Qualitative Study K Ali Peninsula Dental School J Kisielewska Peninsula Medical School F Subhan C Tredwin Let us know how access to this document benefits you General rights All content in PEARL is protected by copyright law. Author manuscripts are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author. Take down policy If you believe that this document breaches copyright please contact the library providing details, and we will remove access to the work immediately and investigate your claim. Follow this and additional works at: https://pearl.plymouth.ac.uk/pds-research Recommended Citation Ali, K., Kisielewska, J., Subhan, F., & Tredwin, C. (2019) 'Impact of Dyslexia on the Education Experiences of Undergraduate Students in Medicine, Dentistry, and Biomedical Sciences: A Qualitative Study', Retrieved from https://pearl.plymouth.ac.uk/pds-research/110 This Conference Proceeding is brought to you for free and open access by the Faculty of Health at PEARL. It has been accepted for inclusion in Peninsula Dental School by an authorized administrator of PEARL. For more information, please contact openresearch@plymouth.ac.uk. Impact of Dyslexia on the Education Experiences of Undergraduate Students in Medicine, Dentistry, and Biomedical Sciences: A Qualitative Study K Ali; J Kisielewska; F Subhan; C TredwinAims To explore the impact of dyslexia on the educational experiences of undergraduate students in medicine, dentistry, dental therapyand biomedical sciences.Methods Following Ethics approval, a qualitative study based on semi structured interviews was undertaken using purposive sampling. Allinterviews were transcribed verbatim. A thematic analysis of the data was conducted using NVivo 12 (QSR International Pty Ltd).ResultsDisclosure“When I applied, I felt a bit nervous about it, but then when I looked into it and the fact that it was actually considered in your application, I wasn’t too worried about it”. 2 BMBS“I'm quite open about it and do not feel there is any need to hide a disability from staff or students”. 7 BDSSupport“I’m taking as much as help as I can and I’m getting ready for the world” 14 SoBSCurriculum Design“PBL is easier, because it is more conversational and is much better for my learning style than my last degree, which was, I had five hours lectures, most people would struggle with power points for 5 hours”. 1 BMBSClinical Skills“My dyslexia does not impact on my performance in clinical competencies because it’s all practical”. 11 DTHProfessional Relationships“My peers in my PBL group know, I told them that my spellings are awful because I'm dyslexic so that they all know it; I haven't felt excluded in any way”. 9 BDSBarriers“I do take a bit longer to write my clinical notes because I need to proof-read”  9 BDS“Drugs is what I struggle most. There are a lot of very similar sounding and very complexly spelled drugs, writing in patient notes and trying to spell it correctly”. 1 BMBSSuggestions➢ Peer talks during induction to share their experiences and coping strategies➢ Dedicated Academic tutors with expertise is supporting dyslexic students➢ Advance online availability of lectures and learning resources➢ Software with medical spell checks for clinical record keeping and written assignments (for e.g. research-based Student Selected Component module).Conclusions▪ Participants were confident regarding disclosure of dyslexia and did not regard it as a stigma.▪ Typical academic difficulties associated with dyslexia were reported by the participants▪ PBL was perceived to be enjoyable and less stressful than traditional lectures▪ No specific challenges were reported in acquisition of clinical, communication and teamworking skillsParticipant Gender Programme of Study Year of Study1 Male BMBS 12 Female BMBS 43 Female BMBS 24 Female BMBS 35 Female BMBS 36 Male BDS 57 Male BDS 48 Male BDS 29 Female BDS 110 Male DTH 211 Female DTH 312 Female DTH 313 Female BSc Biomed 114 Male BSc Biomed 115 Male BSc Biomed 1Table 1 Demographic and Educational Profile of the ParticipantsOrganisation skillsSpellingsComprehensionWritten assignmentsFatigueKeeping pace with LecturesReading skillsFigure 1 Learning difficulties experienced by the participants

Impact of Dyslexia on the Education Experiences of Undergraduate Students in Medicine, Dentistry, and Biomedical Sciences: A Qualitative Study

https://pearl.plymouth.ac.uk/bitstream/10026.1/14419/1/Dyslexia%20KA%20JK%20FS%202019.pdf

Impact of Dyslexia on the Education Experiences of Undergraduate Students in Medicine, Dentistry, and Biomedical Sciences: A Qualitative Study

Abstract

Similar works

Full text

Available Versions

PEARL (Univ. of Plymouth)