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dc.contributor.authorAli, K
dc.contributor.authorKisielewska, J
dc.contributor.authorSubhan, F
dc.contributor.authorTredwin, C
dc.date.accessioned2019-11-07T21:06:44Z
dc.date.available2019-11-07T21:06:44Z
dc.date.issued2019-11-06
dc.identifier.issn1396-5883
dc.identifier.issn1600-0579
dc.identifier.othereje.12479
dc.identifier.urihttp://hdl.handle.net/10026.1/15125
dc.description.abstract

<jats:title>Abstract</jats:title><jats:sec><jats:title>Aims</jats:title><jats:p>To explore the impact of dyslexia on the educational experiences of undergraduate students in medicine, dentistry, dental therapy and biomedical sciences.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>It was a qualitative study based on semi‐structured interviews. The study was conducted at the Faculty of Medicine and Dentistry at a University in the South West region of the United Kingdom. Purposive sampling was used, and the participants included undergraduate students from the schools of medicine, dentistry and biomedical sciences.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The sample consisted of fifteen undergraduate students including five from medicine; four from dentistry; three from dental therapy; and three from biomedical sciences. All students had a formal diagnosis of Dyslexia. The students shared their views and experiences regarding disclosure, transition into the university, learning environments, assessments and challenges after graduation.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>This is the first study to explore the impact of dyslexia on the educational experiences of healthcare students from multiple programmes in a variety of educational settings. The findings show that the students were confident regarding disclosure of their dyslexia and had a formal diagnosis of dyslexia established during their school years. Although the participants experienced typical academic difficulties associated with dyslexia, problem‐based learning (PBL) was perceived to be enjoyable and less stressful than traditional lectures and no specific challenges were reported in acquisition of clinical, communication and team‐working skills.</jats:p></jats:sec>

dc.format.extent154-162
dc.format.mediumPrint-Electronic
dc.languageen
dc.language.isoen
dc.publisherWiley
dc.subjectdisability
dc.subjectdyslexia
dc.subjecteducation
dc.subjecthealthcare
dc.subjectstudents
dc.titleHow Does Dyslexia Impact on the Educational Experiences of Healthcare Students? A Qualitative Study
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/31696596
plymouth.issue1
plymouth.volume24
plymouth.publisher-urlhttp://dx.doi.org/10.1111/eje.12479
plymouth.publication-statusPublished
plymouth.journalEuropean Journal of Dental Education
dc.identifier.doi10.1111/eje.12479
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Dental School
plymouth.organisational-group/Plymouth/Faculty of Health/School of Biomedical Sciences
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA03 Allied Health Professions, Dentistry, Nursing and Pharmacy
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.publisher.placeEngland
dcterms.dateAccepted2019-11-05
dc.rights.embargodate2020-11-5
dc.identifier.eissn1600-0579
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1111/eje.12479
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2019-11-06
rioxxterms.typeJournal Article/Review


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