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Abstract Aim To create a simple and easy to use reference toolkit for trainers, supervisors and educators to support neurodivergent trainees. Methods Around 15% of the UK population is neurodivergent, increasing annually. Between 2014-2020 the number of autistic medical students doubled. Neurodivergent doctors have little support, as few as 32% of neurodivergent doctors disclose to a supervisor and only 15% to Occupational Health. Only half of those who had asked for reasonable adjustments had them implemented. Neurodivergence impacts training, delaying graduation for up to 25% of individuals, increasing acts of self-harm by 50% and 24% increase of attempted suicide. We set out to create a simple reference toolkit of adjustments beneficial to neurodivergent doctors without negatively impacting neurotypical doctors, so it can be implemented without need for disclosure of neurodivergence. A literature review was completed using the terms “neurodivergent”, “neurodiversity”, “autism” and “education”, “training”. Adjustments in different clinical settings were developed with experts in higher education, neurodivergence and supervising trainers. Results A reference toolkit divided by training setting and by level of adjustments has been completed and will be published by in full for use by trainers and trainees in early 2024. Conclusions Effective adjustments can be made in a number of domains with varying levels of required trainer effort: Planning: Educational brief, Checklisting, Flexibility Environment Modification: Ambient noise reduction, Task completion, Reduced distractions Metacognition: Refocus on aims, Breaks from engagement, Two way communication Feedback: Specific behavioural feedback, achieved competency frameworks, reframing of difficulties, written descriptive feedback
Badenoch et al. (Sun,) studied this question.