How Are Pedagogical Practices Within Medical Education Being Adapted for Autistic Students?

TL;DR

This paper reviews how medical education is being adapted to better support autistic students through improved teaching practices and awareness.

Contribution

The paper identifies specific pedagogical strategies and interventions to enhance the experiences of autistic medical students.

Findings

Training to raise awareness and understanding of autism improves student experiences.

Individualized adaptations and co-creation of empathy sessions are beneficial.

Role modeling by autistic educators helps highlight strengths and challenges.

Abstract

Autism can be defined as a neurodevelopmental learning difficulty characterised by deficits in social communication, the presence of restrictive interests and repetitive behaviours. The aim of this systematic review was to explore pedagogical practices and identify interventions that would have an impact on autistic medical students' experiences.

A search strategy was undertaken on databases relevant to medical education. Included studies pertained to autistic medical students and/or postgraduate autistic doctors and concerned factors that could have implications on pedagogical practice. A quality appraisal was conducted, and a narrative synthesis was employed to produce the final report.

Seven articles were included in the final synthesis, with three deemed high risk of bias. Four themes were identified. Findings that improved experiences included raising understanding and awareness through training, recognition and language usage and individualised practical adaptations. Emphasis was placed on role modelling from autistic medical educators/clinicians to facilitate insight into strengths and weaknesses. Taking an alternative view on empathy and considering co-creation of empathy teaching sessions (faculty and autistic students) would positively impact not only autistic medical students but also their neurotypical peers.

Potential strategies have been proposed to bolster the effectiveness and equitable nature of current pedagogical practice in medical education. The more tenable propositions suggested include altering language use and co-creation of empathy teaching sessions. The remaining proposals may not currently be plausible within the United Kingdom given cost and feasibility factors when considering their implementation. Further evaluation is needed when considering the global context. The paucity of literature pertaining to this topic indicates that further research is warranted.

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