# Journey mapping as an inclusive research tool: Capturing the learning journeys of health professions educators with dyslexia

## TL;DR

This paper explores how journey mapping can be used as an inclusive research tool to better understand the learning experiences of health educators with dyslexia.

## Contribution

The study introduces journey mapping as a novel, inclusive method for capturing rich data from dyslexic participants.

## Key findings

- Journey mapping enabled participants to reflect and articulate their learning journeys in a personally meaningful and engaging way.
- The visual nature of journey maps helped reduce cognitive load and supported verbal articulation during interviews.
- Adapting research methods to be more inclusive can lead to richer, more authentic data and a better participant experience.

## Abstract

The field of health professions education has seen growing emphasis on inclusive pedagogies and learner diversity. Universal Design for Learning (UDL) offers a framework for designing educational experiences that accommodate diverse learning needs. Applying this principle to research, we must consider not only what we research but also how we research. Dyslexia is one example where traditional research practices may unintentionally marginalise participant voices. Conventional research interviews—especially those relying heavily on verbal recall and heavy question–answer formats—may not be the most accessible or inclusive method for gathering rich data with participants who are dyslexic. However, recent research reports that those with dyslexia excel at visualisation, creative thinking, identifying patterns and oral communication. In response to these characteristics and challenges, we adopted journey mapping to create a more inclusive research experience.

We explored the learning journeys of health professions educators who have dyslexia. We conducted six semi‐structured online interviews utilising participant‐created journey maps as a creative and inclusive method for data construction. The maps were used as a visual prompt and a reflection tool before and during the interviews. Data were analysed using reflexive thematic analysis.

The mapping provided participants with an enjoyable, engaging, autonomous means of reflection, enabling them to structure and tell their stories in a personally meaningful way. It supported verbal articulation during interviews by offering visual scaffolding and helped reduce cognitive load by allowing time to reflect, plan and organise responses in advance.

Adapting research methods to ensure a more inclusive approach has the potential to create more authentic, rich data and a fun and engaging experience for participants. The visual nature of mapping is a key advantage; however, researchers must mitigate the potential harm to participants elicited through the depth of reflection of negative experiences. Clear instructions and reassurance relating to creative confidence are key to executing this approach.

Looking for a new creative and inclusive research method to access experience? Journey mapping could be for you.