The Learning Experiences of Dyslexic Medical Students during the COVID-19 Pandemic: A Phenomenological Study

Autor/inn/en	Shaw, Sebastian C. K.; Hennessy, Laura R.; Anderson, John L.
Titel	The Learning Experiences of Dyslexic Medical Students during the COVID-19 Pandemic: A Phenomenological Study
Quelle	In: Advances in Health Sciences Education, 27 (2022) 1, S.107-124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaw, Sebastian C. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-021-10074-7
Schlagwörter	Medical Students; Medical Education; COVID-19; Pandemics; Cheating; Dyslexia; Distance Education; Computer Assisted Testing; Phenomenology; Learning Processes; Audio Equipment; Student Records; Comparative Analysis; Students with Disabilities; Cooperative Learning; Student Attitudes; Educational Change; Difficulty Level + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Prellen; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Distance study; Distance learning; Fernunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Audio-CD; Schülerakte; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kooperatives Lernen; Schülerverhalten; Bildungsreform; Schwierigkeitsgrad
Abstract	Dyslexia is a Specific Learning Difficulty that impacts on reading and writing abilities. During the COVID-19 pandemic, medical schools have been forced to undertake distance learning and assessment. The wider literature suggested that e-learning might pose additional challenges for dyslexic students. Here we explore their overall experiences of learning/studying during this time in a phenomenological study. Five medical students were interviewed in depth and the audio-recordings were transcribed verbatim. Transcripts then underwent an interpretive phenomenological analysis. Our results highlighted a largely positive experience, with an improved culture of togetherness, freedom and sense of control. They also revealed issues with a lack of clinical exposure, potential negative impacts on ranking positions for those with dyslexia, and possible cheating in exams. There are some surprising results--in particular the positive responses to how remote learning was delivered. These seemed to put our participants more on a par with their non-dyslexic colleagues--except in some examinations. It is our hope that medical educators may resist a return to 'the way things have always been done' when the pandemic has resolved, and by doing so, continue to foster this new, positive culture and paradigm shift. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01