October 12, 2025Open Access

Undergraduate medical education for neurodivergent students: A scoping review

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Authors

EGEmily GreenUniversity of Newcastle Australia MBMegan E. L. BrownUniversity of Newcastle Australia GVGillian Vance

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Implication

Scoping review highlights barriers in undergraduate medical education for neurodivergent students, suggesting adaptations and emphasizing the need for inclusion.

Key Points

Empirical studies on neurodivergence in undergraduate medical education are limited, revealing a need for more inclusive practices.
Fifteen studies focused on neurodivergent student experiences, particularly highlighting issues of stigma and inadequate staff training.
Qualitative and quantitative assessments indicated barriers linked to specific teaching methods and environments affecting neurodivergent students.
Future research should explore diverse neurodivergent conditions and enhance understanding of inclusive assessment practices in medical education.

Cite This Study

Green et al. (2025) studied this question.

synapsesocial.com/papers/68ebffcfdef9fcb308ff2400 https://doi.org/10.21203/rs.3.rs-7415903/v1

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Implication

Scoping review highlights barriers in undergraduate medical education for neurodivergent students, suggesting adaptations and emphasizing the need for inclusion.

Undergraduate medical education for neurodivergent students: A scoping review

Discussion

Member takes

Implication

Key Points

Cite This Study

Undergraduate medical education for neurodivergent students: A scoping review

Discussion

Member takes

Implication

Key Points

Cite This Study

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