# Colour Vision Deficiency in Health Professions Education: A Narrative Literature Review

## TL;DR

This paper reviews how color blindness affects healthcare professionals and students, highlighting the need for better education and support to accommodate those with color vision deficiency.

## Contribution

The study provides a comprehensive narrative review of interventions and gaps in healthcare education for individuals with color vision deficiency.

## Key findings

- Few healthcare programs screen for or accommodate color vision deficiency.
- Universal design principles and assistive technologies are recommended to support individuals with CVD.
- There is a need for routine screening and standardized guidelines in healthcare education.

## Abstract

Colour vision deficiency (CVD) or colour blindness can affect healthcare professionals in tasks that require colour perception. Despite its occurrence, there is limited awareness within healthcare education to support students and practitioners with CVD. This narrative literature review examines the impact of CVD on educational experiences and clinical performance, summarises recommended teaching interventions and identifies gaps in training and institutional support.

A methodical search was conducted using seven databases (CINAHL, EMBASE, ERIC, Google Scholar, MEDLINE, PsycINFO and PubMed) using keywords related to CVD and healthcare education. Articles published between August 2013 and January 2026 were included if they addressed CVD in healthcare professionals or students and discussed educational practices or clinical implications. Thematic analysis was used to categorise findings and develop insights.

The review identified gaps in screening, awareness and support for individuals with CVD in healthcare education and clinical practice. Few programs screen for CVD or offer accommodations for those with CVD. The literature supports the use of universal design principles, alternative instructional strategies and assistive technology. Effective interventions include grayscale imaging, high‐contrast visuals, adaptive technologies and purposeful instructional design.

There is a need to implement changes in both healthcare education and clinical practice to support individuals with CVD. Routine screening, universal design principles, adaptive tools and standardised guidelines are essential. Future research needs to evaluate the effectiveness of current interventions, identify best practices in education and inform evidence‐based policies to promote a supportive educational environment.