In this paper we adopt an autoethnographic approach to explore the lived experiences of a UK medical student with dyspraxia within the current culture of UK medical education. An initial review of the literature revealed that there is now growing evidence regarding the difficulties experienced by, and support needed for medical students and doctors with dyslexia. However, no research has been conducted concerning dyspraxia on its own in medical education. Here we seek to provide an in-depth account of a UK undergraduate medical student with dyspraxia. It is hoped that this will have three outcomes: to support both students and staff across multiple disciplines, who have had similar experiences; to inform educators; and to promote further interest and research into this important area.
Medical Education, Dyspraxia, Developmental Co-Ordination Disorder, Learning Difficulties, SpLDs, Medical Students, Student Support, Career Pathway Choice, Qualitative, Collaborative Autoethnography
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Recommended APA Citation
Walker, E. R., Shaw, S. C., & Anderson, J. L. (2020). Dyspraxia in Medical Education: A Collaborative Autoethnography. The Qualitative Report, 25(11), 4072-4093. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss11/15