Broadening an understanding of learners who think differently in medical education

[Extract] Delays in learning progress are not uncommon in health professional education. Widening participation programs may contributing to an increasing diverse population of learners whose aptitude for study has been measured more broadly. Awareness appears to be increasing of learners who think differently but can do well. The utility of assessment methods during health professional programs may need to be revisited to capture an earlier and broader view of performance across all curriculum domains. Educational and cognitive psychology assessments may have limited roles in investigating poor academic performance to differentiate managing learners who thinking differently from normal remediation processes. The role of educators is increasingly to adjust learning pathways to assist all learners to achieve graduate outcomes at the same standard. Achieving self-awareness of strengths and weaknesses may be the most important goal.

Medical Teacher

Medical Teacher

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1466-187X

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