Neurodiversity in medical education: How can we improve postgraduate learning for neurodiverse doctors?

Abstract

Recently, there has been an important drive to increase diversity in medical education, which could potentially translate to improved outcomes for patients. Despite this, evidence on how to support neurodiverse doctors is limited. In this article the author reflects on their experience of postgraduate medical education as a doctor with Attention Deficit Hyperactivity Disorder (ADHD) and considers how the learning environment can be improved to help neurodiverse doctors reach their potential. This includes increasing the diversity of senior role models, using a cognitive apprenticeship model, employing teaching strategies which allow learners to elaborate their individual thought processes, and providing appropriate timely feedback.

Keywords:

• Postgraduate
• medicine
• work-based
• decision-making

Acknowledgements

Author thanks Dr Nicola Cooper, Clinical Associate Professor in Medical Education, University of Nottingham, UK, for support with this article.

Disclosure statement

The author reports no conflicts of interest. The author alone is responsible for the content and writing of the article.

Additional information

Notes on contributors

Daniel Robinson

Daniel Robinson is currently a postgraduate trainee in psychiatry in the UK and undertaking the final year of a part-time Masters in Medical Education at the University of Nottingham.