Supporting Neurodiverse Learners (Part 1)

How can supervisors better understand and support neurodiverse learners in rural generalist training? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Dr Naomi Luck and Dr Katie Williamson to explore what neurodiversity means in the context of medical education and clinical supervision.

The discussion unpacks common forms of neurodivergence, including autism, ADHD, and dyslexia, and challenges misconceptions that neurodiverse doctors are less capable or less suited to clinical practice. Instead, the panel highlights the strengths neurodiverse registrars often bring, such as flexible thinking, creativity, strong problem-solving skills, and deep clinical focus.

They also reflect on why some registrars may thrive in clinical work yet struggle in more traditional assessment environments, and how supervisors can recognise when additional structure, support, or reasonable adjustments may be helpful, without jumping to labels or assumptions.

With practical insights and a strengths-based approach, this episode encourages supervisors to create inclusive learning environments where all registrars can succeed.

 

Key resources:

• Broadening an understanding of learners who think differently in medical education (Hays RB, Hartman D, Heggarty P, Harte J): https://doi.org/10.1080/0142159X.2025.2606065 
• Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings (Doherty M, McCowan S, Shaw SC): https://doi.org/10.12968/hmed.2023.0006
• Autistic Doctors International (ADI): https://autisticdoctorsinternational.com/ 

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