What can dyslexic paramedic students teach us about mentoring? A case study
Abstract
The context or background for the study:
This paper was written following a critical analysis and structured reflection on mentoring and teaching a dyslexic paramedic student including approaching from personal experience as well as identifying a gap in research. The purpose of this study was to discover what paramedic mentors can do to improve their interactions with dyslexic stu-dents.
Basic procedures:
Following the experience of teaching one student, to work on this definition of dyslexia: “difficulties in processing, particularly literacy and the acquisition of reading, writing and spelling’.”; Using an analytical method – qualitative and reflective.
Main findings:
Inclusive learning helps to fight stigma while improving education for all whether they dis-close dyslexia or not. There are many steps that can be taken by mentors to support stu-dents, including allowing time to think/to practise and support with organising.
Conclusions:
Inclusive learning benefits all students, not just students with dyslexia. Students do not legally have to disclose a dyslexia diagnosis, so, introducing inclusive learning for all students using accessible and practical learning could benefit more students.
This paper was written following a critical analysis and structured reflection on mentoring and teaching a dyslexic paramedic student. The original case study and analysis was conducted for submission to the University of Brighton in fulfilment of the practice placement educator (PPEd) accreditation. The student participating is the topic of a case study to explore some of the practical issues around supporting dyslexic students on placement. This paper has been written as an account of the author's reflections on preparing for and delivering a teaching session on the use of a ParaPac.
There is a significant gap in research on the practice learning experiences and needs of clinical students with dyslexia; even more so for paramedic students. A brief review of the literature, which is largely based on nursing students, indicates three main issues: there is still a stigma related to disclosure of dyslexia (Morris and Turnbull, 2007); there are known factors that help and hinder learning (Gopee, 2015); and that teaching styles need to be varied and pragmatic (Deane and O'Neil, 2011).
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