Bringing Positive Change—Dyslexic Medical Educators' Experiences of Teaching

Introduction Dyslexic doctors are increasingly represented within the medical workforce, yet little is known about dyslexic doctors as educators. Dyslexic medical educators contribute to workforce diversity and support diverse student populations; however, their experiences and motivations to teach remain under‐explored. Methods Using an interpretivist, neurodiversity‐affirmative approach, we conducted a qualitative study involving semi‐structured interviews with five dyslexic medical educators. Data were analysed using reflexive thematic analysis to explore educators' experiences, motivations to teach and perceptions of how their dyslexia influences their teaching practices. Results Five themes were developed: (1) navigating dyslexia as a shortcoming; (2) the ‘extra‐time’ identity; (3) exploring and embracing their dyslexic identity; (4) own learning‐to‐learn as a guide; and (5) the power to bring about positive change. Discussion Participants described facing stigma, ableist norms and episodes of difficulty, often linked to an enduring deficit‐narrative within medicine. Notwithstanding these experiences, they developed positive dyslexic identities and foregrounded their strengths in understanding and applying inclusive, learner‐centred teaching practices. Participants benefited from role models and allies and, in turn, experienced a responsibility to advocate positively, challenge deficit‐based narratives and improve educational experiences for others. Our findings position dyslexic medical educators as skilled practitioners who can embody and advocate for inclusion when contexts are supportive.