Formation médicale de premier cycle pour les étudiants neurodivergents : une revue de portée

Titre original en anglais : Undergraduate medical education for neurodivergent students: a scoping review

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Green, E. J., Brown, M. E. L., Vance, G. H., & Keenan, I. D. (2025). Undergraduate medical education for neurodivergent students: a scoping review. BMC Medical Education, 26(1), 103-103. https://doi.org/10.1186/s12909-025-08447-2

Date de publication: 13/12/2025 Ajout dans AutiHub: 21/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Emily J. Green
  2. Megan E. L. Brown *
  3. Gillian H.S. Vance
  4. Iain D. Keenan

Résumé

Résumé Contexte La reconnaissance de l’importance du paradigme de la neurodiversité progresse dans la formation médicale, de même que la compréhension de la manière dont les pratiques actuelles peuvent créer des obstacles pour les étudiants neurodivergents. Cette revue vise à explorer les recherches empiriques existantes concernant la formation médicale de premier cycle destinée aux étudiants neurodivergents, afin de fournir des considérations pratiques aux enseignants et d’éclairer la planification de futures recherches. Méthode Conformément aux cadres définis par Arksey et O’Malley ainsi qu’à l’extension PRISMA pour les revues de portée, six bases de données électroniques ont été interrogées en avril 2024 afin d’identifier des études empiriques relatives à la neurodiversité dans la formation médicale de premier cycle. Une synthèse quantitative des caractéristiques des articles et une analyse thématique des études qualitatives portant sur l’expérience des étudiants ont été réalisées. Résultats Quinze (n = 15) études ont été identifiées, portant sur l’expérience des étudiants, l’évaluation ou les perceptions du personnel. La plupart portaient sur la dyslexie ou les troubles spécifiques des apprentissages, peu faisant explicitement référence au paradigme de la neurodiversité. Les études sur l’expérience des étudiants ont fréquemment identifié la discrimination et la stigmatisation, tandis que les études sur les perceptions du personnel ont mis en évidence une formation insuffisante. Les obstacles à la formation des étudiants neurodivergents étaient liés à certaines modalités d’enseignement et à certains environnements d’apprentissage. Plusieurs forces perçues de la neurodivergence ont également été relevées. Les études sur l’évaluation se sont concentrées sur le rôle des aménagements, en mettant l’accent sur les examens écrits plutôt que cliniques. Conclusions Cette revue met en évidence un manque d’études empiriques sur la neurodiversité dans la formation médicale de premier cycle, ce qui limite l’élaboration de recommandations pragmatiques. Certaines adaptations sont suggérées, mais les études se limitent à discuter de la formation médicale en général, et rares sont celles qui mettent en œuvre le paradigme de la neurodiversité. Les recherches futures devraient explorer un éventail plus large de conditions neurodivergentes, examiner les pratiques d’évaluation, y compris les examens cliniques, et fournir davantage de données probantes en faveur d’approches pédagogiques inclusives. L’utilisation explicite du paradigme de la neurodiversité est cruciale pour amplifier les voix neurodivergentes et mieux comprendre les obstacles existants. Ce travail aura des implications pour les enseignants en médecine qui cherchent à comprendre la neurodivergence, en vue de mettre en œuvre des adaptations pour les étudiants neurodivergents dans leur pratique pédagogique.

Abstract 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.

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Références citées
114
Avec un DOI
96
Sans DOI, à partir du texte brut de la bibliographie
18
23 / 114 (20,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
17 / 114 (14,9 %)
Références avec noms d’auteurices détectés
102 / 114 (89,5 %)
Sans nom d’auteurice détecté
12
Sans titre structuré
17
Sans identifiant stable
18
Références avec noms bruts d’auteurices restant à vérifier
12
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
346
À partir du DOI ou de métadonnées externes
346
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
16
88 / 346 (25,4 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 258 / 346 (74,6 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
46 / 346 (13,3 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 46 / 88 (52,3 %). Personnes distinctes identifiées comme autistes : 26 / 310 (8,4 %).
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