Frimley Park Hospital, Surrey, UK.
Department of Medical Education, Brighton and Sussex Medical School, University of Brighton, Falmer, Brighton, BN1 9PH, UK.
Adv Health Sci Educ Theory Pract. 2021 Aug;26(3):959-974. doi: 10.1007/s10459-021-10029-y. Epub 2021 Feb 9.
Dyspraxia, otherwise known as Developmental Coordination Disorder (DCD), is a specific learning difficulty (SpLD). Its main difficulties manifest as problems with motor coordination, organisation, academic and social difficulties. There are now more students arriving at university with SpLDs, and, therefore, a similar rise may be expected within medical education. There has been no previous research focusing on dyspraxia in doctors. An interpretive phenomenological approach was used. Six UK foundation schools disseminated the announcements. Three participants took part in loosely structured telephone interviews regarding their experiences of undertaking medical school and foundation school with dyspraxia. These were transcribed verbatim and then thematically analysed. The themes could be split into two main categories: "Weakness and Coping Strategies" and "Perspectives of Dyspraxia". "Weakness" included: clumsiness, organisation and needing extra time. The participants focused on their "Coping Strategies" that included: Ensuring safety, adapted learning preferences and external support. "Perspectives of Dyspraxia" included: diagnosis, career choice, stigma, "normalisation" and the "difference view" or "medical deficit" view of dyspraxia. Doctors with dyspraxia often mask their difficulties through sophisticated coping strategies. These were determined and hardworking individuals who believe that their dyspraxia was a positive aspect of their identity, adopting a "difference view". They felt further education is needed about dyspraxia to change the perceived stigma. There is now a need for further research in this area.
运动障碍症，又称发展性协调障碍（DCD），是一种特定的学习障碍（SpLD）。其主要困难表现为运动协调、组织、学术和社交困难。现在有更多的学生带着 SpLD 进入大学，因此，预计在医学教育中也会出现类似的增长。以前没有研究关注医生中的运动障碍症。采用解释性现象学方法。六家英国基础学校发布了公告。三名参与者参加了关于他们在运动障碍症的情况下完成医学院和基础医学院经历的松散结构电话访谈。这些内容逐字转录，然后进行主题分析。这些主题可以分为两个主要类别：“弱点和应对策略”和“运动障碍症的观点”。“弱点”包括：笨拙、组织和需要额外的时间。参与者关注他们的“应对策略”，包括：确保安全、适应学习偏好和外部支持。“运动障碍症的观点”包括：诊断、职业选择、污名、“正常化”以及运动障碍症的“差异观点”或“医学缺陷”观点。患有运动障碍症的医生经常通过复杂的应对策略来掩盖他们的困难。他们是坚定而努力的人，相信他们的运动障碍症是他们身份的积极方面，采取了“差异观点”。他们认为需要进一步了解运动障碍症，以改变人们对其的污名化看法。现在需要在这一领域进行进一步的研究。
