Medical students' perceptions and understanding of their specific learning difficulties

dc.creator	Angela Rowlands
dc.creator	Stephen Abbott
dc.creator	Grazia Bevere
dc.creator	Christopher M. Roberts
dc.date	2013-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:40Z
dc.date.available	2015-07-20T22:12:40Z
dc.identifier	10.5116/ijme.524f.cd3f
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/d9b5b6d01473440d8c82baacebd5adc8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15423
dc.description	Objectives: The purpose of this study is to explore how medical students with Specific Learning Difficulties perceive and understand their Specific Learning Difficulty and how it has impacted on their experience of medical training. Method: A purposive sample of fifteen students from one medical school was interviewed. Framework Analysis was used to identify and organise themes emerging from the data. An interpretation of the data was made capturing the essence of what had been learned. The concept of 'reframing' was then used to re-analyse and organise the data. Results: Students reported having found ways to cope with their Specific Leaning Difficulty in the past, some of which proved inadequate to deal with the pressures of medical school. Diagnosis was a mixed experience: many felt relieved to understand their difficulties better, but some feared discrimination. Practical support was available in university but not in placement. Students focused on the impact of their Specific Learning Difficulty on their ability to pass undergraduate exams. Most did not contemplate difficulties post-qualification. Conclusions: The rigours of the undergraduate medical course may reveal undisclosed Specific Learning Difficulties. Students need help to cope with such challenges, psychologically and practically in both classroom and clinical practice. University services for students with Specific Learning Difficulties should become familiar with the challenges of clinical placements, and ensure that academic staff has access to information about the needs of these students and how these can be met.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/4/students-with-specific-learning-difficulties.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 4, Pp 200-206 (2013)
dc.subject	specific learning difficulties
dc.subject	academic support
dc.subject	medical students
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Medical students' perceptions and understanding of their specific learning difficulties
dc.type	article