Public Health Sciences Section, Division of Community Health Sciences, University of Edinburgh Medical School, Edinburgh, Scotland, UK.
Med Educ Online. 2009 Feb 7;14:2. doi: 10.3885/meo.2009.F0000213.
Much has been written on the learning needs of dyslexic and dyscalculic students in primary and early secondary education. However, it is not clear that the necessary disability support staff and specialist literature are available to ensure that these needs are being adequately met within the context of learning statistics and general quantitative skills in the self-directed learning environments encountered in higher education. This commentary draws attention to dyslexia and dyscalculia as two potentially unrecognized conditions among undergraduate medical students and in turn, highlights key developments from recent literature in the diagnosis of these conditions. With a view to assisting medical educators meet the needs of dyscalculic learners and the more varied needs of dyslexic learners, a comprehensive list of suggestions is provided as to how learning resources can be designed from the outset to be more inclusive. A hitherto neglected area for future research is also identified through a call for a thorough investigation of the meaning of statistical literacy within the context of the undergraduate medical curriculum.
关于阅读障碍和计算障碍学生在小学和初中教育阶段的学习需求，已经有很多文献进行了探讨。然而，目前尚不清楚是否有必要的残疾支持人员和专业文献来确保在高等教育中遇到的自主学习环境中学习统计学和一般定量技能时，这些需求得到充分满足。本评论提请注意阅读障碍和计算障碍这两种在本科医学生中可能未被识别的情况，并进而强调了最近文献中关于这些情况诊断的关键进展。为了帮助医学教育工作者满足计算障碍学习者的需求以及阅读障碍学习者更为多样化的需求，本文提供了一份全面的建议清单，说明如何从一开始就设计更具包容性的学习资源。通过呼吁对本科医学课程背景下的统计素养的含义进行彻底研究，确定了一个迄今为止被忽视的未来研究领域。
