Browse by author
Lookup NU author(s): Emily GreenORCiD, Professor Gill VanceORCiD, Professor Iain KeenanORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© The Author(s) 2025.Background: Recognition of the importance of the neurodiversity paradigm is growing within medical education, as is understanding of how current practices may create barriers for neurodivergent students. This review aims to explore existing empirical research regarding undergraduate medical education for neurodivergent students, in order to provide practical considerations for educators and inform planning of future research. Method: Following frameworks outlined by Arksey and O’Malley and the PRISMA Extension for Scoping Reviews, six electronic databases were searched in April 2024 for empirical studies relating to neurodiversity within undergraduate medical education. Quantitative synthesis of article characteristics and a thematic analysis of qualitative studies on student experience were conducted. Results: Fifteen (n = 15) studies were identified, relating to student experience, assessment, or staff perceptions. Most focussed on dyslexia or specific learning disabilities, with few explicitly referencing the neurodiversity paradigm. Studies of student experience frequently identified discrimination and stigma, and studies of staff perceptions highlighted inadequate training. Barriers to neurodivergent student education were linked to certain teaching modalities and learning environments. Several perceived strengths of neurodivergence were also noted. Studies on assessment focused on the role of accommodations, with an emphasis on written rather than clinical examinations. Conclusions: This review highlights a lack of empirical studies on neurodiversity within undergraduate medical education, restricting the development of pragmatic guidance. Some adaptations are suggested, but studies are limited to discussing medical education in general with few implementing the neurodiversity paradigm. Future research should explore a greater range of neurodivergent conditions, interrogate assessment practices including clinical examinations, and provide further evidence for inclusive teaching approaches. Explicit utilization of the neurodiversity paradigm is crucial, to amplify neurodivergent voices and better understand existing barriers. This work will have implications for medical educators seeking to understand neurodivergence, with a view to implementing adaptations for neurodivergent students in their educational practice.
Author(s): Green EJ, Brown MEL, Vance GHS, Keenan ID
Publication type: Article
Publication status: Published
Journal: BMC Medical Education
Year: 2026
Volume: 26
Issue: 1
Print publication date: 20/01/2026
Online publication date: 13/12/2025
Acceptance date: 08/12/2025
Date deposited: 02/02/2026
ISSN (electronic): 1472-6920
Publisher: BioMed Central Ltd
URL: https://doi.org/10.1186/s12909-025-08447-2
DOI: 10.1186/s12909-025-08447-2
Data Access Statement: All data generated or analysed during this study are included in this published article and its supplementary information files.
PubMed id: 41388401
Altmetrics provided by Altmetric
