ReviewThe clinical teacher2026
Colour Vision Deficiency in Health Professions Education: A Narrative Literature Review.
Review in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundColour vision deficiency (CVD) or colour blindness can affect healthcare professionals in tasks that require colour perception. Despite its occurrence, there is limited awareness within healthcare education to support students and practitioners with CVD. This narrative literature review examines the impact of CVD on educational experiences and clinical performance, summarises recommended teaching interventions and identifies gaps in training and institutional support.
methodsA methodical search was conducted using seven databases (CINAHL, EMBASE, ERIC, Google Scholar, MEDLINE, PsycINFO and PubMed) using keywords related to CVD and healthcare education. Articles published between August 2013 and January 2026 were included if they addressed CVD in healthcare professionals or students and discussed educational practices or clinical implications. Thematic analysis was used to categorise findings and develop insights.
findingsThe review identified gaps in screening, awareness and support for individuals with CVD in healthcare education and clinical practice. Few programs screen for CVD or offer accommodations for those with CVD. The literature supports the use of universal design principles, alternative instructional strategies and assistive technology. Effective interventions include grayscale imaging, high-contrast visuals, adaptive technologies and purposeful instructional design.
conclusionsThere is a need to implement changes in both healthcare education and clinical practice to support individuals with CVD. Routine screening, universal design principles, adaptive tools and standardised guidelines are essential. Future research needs to evaluate the effectiveness of current interventions, identify best practices in education and inform evidence-based policies to promote a supportive educational environment.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.