Neurodiversity-affirming teaching practices employed by clinical educators to facilitate the learning of neurodivergent undergraduate health professions students in clinical settings

Résumé fourni par la source

Neurodiverse learners are increasingly entering health professions programmes and may experience challenges in clinical education due to fast-paced environments, social complexities, and expectations to demonstrate competence under observation. Clinical educators may lack the training and confidence to effectively support these learners. Existing reviews have primarily focused on learner experiences, barriers, or neurodiversity in health professions education more broadly, with limited attention to neurodiversity-affirming clinical teaching practices. This scoping review aims to identify, map, and synthesise the neurodiversity-affirming teaching practices employed by clinical educators to facilitate the learning of neurodiverse learners in undergraduate clinical health professions education. The review forms part of a doctoral study that will subsequently inform the development of a scale to assess neurodiversity-affirming clinical teaching practices

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