A previous article has highlighted the distinct lack of research investigating the barriers neurodivergent healthcare students face in clinical placement1. The small amount of published literature, almost all exclusively investigating dyslexia, paints a shocking picture. It includes inadequate support, damaging student selfperceptions and inappropriate and harmful comments. As identified in a British Medical Association report6, disabled medics and medical students face discrimination at all levels of their careers, including cases of bullying and harassment. Although research specifically investigating student radiographers is severely lacking, with only one piece of primary research looking at one type of neurodivergence, the wider body of evidence all points in one direction, providing the impetus for vital improvements in neurodivergent student support. A shift in the clinical education paradigm is needed. Therefore, rather than carrying out research to reaffirm this fact, it is more salient to examine the methods for progression and ask: “What does good support look like?” The literature does have some examples of success. In Murphy’s 2011 research, which investigated dyslexic student radiographers, it noted that students reported excellent experiences of support, however, these are not discussed. The point is also made that one negative experience can prevail over many positive ones, particularly in formative learning where confidence levels are sensitive. Norris et al., by interviewing physiotherapy students with specific learning difficulties, also found successful support did occur and it was often given by practitioners who themselves had specific learning difficulties.
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