Walker Eleanor, Shaw Sebastian Ck, Price Jim, Reed Malcolm, Anderson John
Brighton and Sussex Medical School, Department of Medical Education, Brighton, UK.
Clin Teach. 2018 Apr;15(2):98-103. doi: 10.1111/tct.12734. Epub 2017 Nov 21.
The stereotype of the student with dyspraxia as 'clumsy and disorganised' may cause clinical teachers to be concerned about the student's performance in a clinical environment; however, if it is understood that dyspraxic students possess many strengths, as well as weaknesses, it may be that some stereotypical myths will be dispelled and more effective support offered to them. This review considers research surrounding the experiences of students and health professionals with dyspraxia within higher education (HE), alongside the personal experiences of EW, in order to inform the development of clinical teachers with respect to their support for learners with dyspraxia.
A literature review found five relevant articles. Four studies focused on HE students and one on doctors. A significant theme was that dyspraxia impaired learning new skills. Doctors with dyspraxia tended not to disclose their condition, for fear of stigmatisation and negative effects on their career. Positive attributes of dyspraxia included resilience and determination to succeed. Two main adaptations to dyspraxia were highlighted; a 'difference' view focusing on individuals' strengths, and a 'medical/deficit' view, focusing on their weaknesses and the negative perceptions of others. Doctors with dyspraxia tended not to disclose their condition, for fear of stigmatisation DISCUSSION AND RECOMMENDATIONS: It is important for clinical educators to understand and support students with dyspraxia, as clinical environments can be particularly difficult for them. Dyspraxia has both positive and negative effects. Here we discuss the findings of previous studies in the context of EW's personal experiences. We also present a series of practical recommendations, whilst recognising that more research is required to document their impact in clinical education.
患有发育性协调障碍的学生常被刻板地认为“笨拙且无条理”，这可能会让临床教师担心该学生在临床环境中的表现；然而，如果能够认识到患有发育性协调障碍的学生既有弱点也有许多优点，那么一些刻板印象的误解可能会被消除，并且可以为他们提供更有效的支持。本综述考虑了围绕高等教育（HE）中患有发育性协调障碍的学生和健康专业人员的经历的研究，以及EW的个人经历，以便为临床教师在支持患有发育性协调障碍的学习者方面的发展提供参考。
文献综述发现了五篇相关文章。四项研究聚焦于高等教育学生，一项研究聚焦于医生。一个重要主题是发育性协调障碍会妨碍新技能的学习。患有发育性协调障碍的医生往往不透露自己的病情，因为担心受到污名化以及对其职业生涯产生负面影响。发育性协调障碍的积极特质包括适应力和成功的决心。文中强调了对发育性协调障碍的两种主要应对方式；一种是“差异”观点，关注个人的优点，另一种是“医学/缺陷”观点，关注他们的弱点以及他人的负面看法。患有发育性协调障碍的医生往往不透露自己的病情，因为担心受到污名化
临床教育工作者理解并支持患有发育性协调障碍的学生非常重要，因为临床环境对他们来说可能特别困难。发育性协调障碍既有积极影响也有消极影响。在此，我们结合EW的个人经历讨论先前研究的结果。我们还提出了一系列实用建议，同时认识到需要更多研究来记录它们在临床教育中的影响。
