Evaluation of undergraduate medical students’ experiences, perceptions and learning from a deaf insights and British Sign Language course: a qualitative study

Background Deaf people experience healthcare inequities driven in part by limited deaf insights and specialist communication skills training in medical education. Evidence suggests deaf insights training and exposure to deaf culture and communication styles can improve students’ communication skills and understanding of deaf culture, yet it remains uncommon in undergraduate curricula. Methods We co-developed a Deaf Insights and British Sign Language student-selected component (SSC) for Year 3 medical students at Imperial College London with a deaf awareness trainer, and deaf insights advocate, who is also a deaf doctor, who shared their expertise and lived experiences of deaf culture, healthcare and patient journeys. The SSC comprised three weekly sessions (three hours each) focusing on health equity, communication, and reflective practice. We evaluated the SSC using an interpretivist qualitative approach with a dyadic interview and online survey. Data was analysed thematically using transformative learning theory as a sensitising lens. Results Across three cohorts in 2025-2026, forty students completed the SSC. Students described learning from the SSC that appeared to be aligned with the initial steps of transformative learning theory. Students discussed their assumptions being challenged and perspectives changing. This included a new understanding of deaf culture alongside a recognition of healthcare barriers and inequities faced by deaf people, and a perceived increase in their confidence in communicating with deaf people. This learning appears to have been facilitated by the co-design, co-delivery and opportunity to interact directly with deaf trainers and advocates. Students reflected upon their learning during group discussions and described intentions to act upon these new insights by changing their own practice and educating others regarding their new learning, hoping to act as advocates for deaf people in future. Conclusion Co-creation and co-delivery of an SSC in deaf insights training with deaf trainers and advocates shows features consistent with the initial stages of transformative learning occurring in undergraduate medical students. Our approach and findings may be of interest to other institutions developing similar training. Wider adoption of this model could help improve students’ confidence and understanding of how to meet the needs of deaf people which may in turn contribute to improving health equity for deaf individuals.