ArticleAdvances in health sciences education : theory and practice2022
The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study.
Article in Advances in health sciences education : theory and practice, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 3 of them syntheses that pooled it.
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Who cites it
12 citing papers in PubMed, 3 syntheses or guidelines pooled it, 28 citations in OpenAlex.
- Medical students with specific learning disabilities: mixed-methods systematic review of the prevalence, academic performance, challenges, and perceived impact of support interventions.BMC medical education · 2026Pooled it
- Experiences of medical students and doctors with dyslexia: A systematic review.Medical education · 2025Pooled it
- Dyslexia: A Bibliometric and Visualization Analysis.Frontiers in public health · 2022Pooled it
- Article
- Silences in the System: A Scoping Review Examining How Medical Education Literature Shapes Neurodivergent Learners' Pathways.Advances in medical education and practice · 2026Review
- Undergraduate medical education for neurodivergent students: a scoping review.BMC medical education · 2025Article
- The experiences of autistic adults who were previously diagnosed with borderline or emotionally unstable personality disorder: A phenomenological study.Autism : the international journal of research and practice · 2025Article
- Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography.Advances in health sciences education : theory and practice · 2024Article
- Article
- Specific Learning Disorders and Special Educational Needs during COVID-19 Pandemic; Pilot Survey Study Performed in Local District Schools in Italy.Children (Basel, Switzerland) · 2022Article
- Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic.Education and information technologies · 2022Article
- Biology wet lab e-learning during and after the COVID-19 pandemic: A review of student learning and experiences.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyReview
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Dyslexia is a Specific Learning Difficulty that impacts on reading and writing abilities. During the COVID-19 pandemic, medical schools have been forced to undertake distance learning and assessment. The wider literature suggested that e-learning might pose additional challenges for dyslexic students. Here we explore their overall experiences of learning/studying during this time in a phenomenological study. Five medical students were interviewed in depth and the audio-recordings were transcribed verbatim. Transcripts then underwent an interpretive phenomenological analysis. Our results highlighted a largely positive experience, with an improved culture of togetherness, freedom and sense of control. They also revealed issues with a lack of clinical exposure, potential negative impacts on ranking positions for those with dyslexia, and possible cheating in exams. There are some surprising results-in particular the positive responses to how remote learning was delivered. These seemed to put our participants more on a par with their non-dyslexic colleagues-except in some examinations. It is our hope that medical educators may resist a return to 'the way things have always been done' when the pandemic has resolved, and by doing so, continue to foster this new, positive culture and paradigm shift.
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Registered trials
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