Hays, R.B., Hartman, D., Heggarty, P., and Harte, J. (2026) Broadening an understanding of learners who think differently in medical education. Medical Teacher. (In Press)

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Abstract

[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.

Item ID:	93822
Item Type:	Article (Scholarly Work)
ISSN:	1466-187X
Copyright Information:	© 2026 Informa UK Limited, trading as Taylor & Francis Group.
Date Deposited:	28 Aug 2026 05:10
FoR Codes:	39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1699 Other education and training > 169999 Other education and training not elsewhere classified @ 100%
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