Journey Mapping as an Inclusive Research Tool to Interview Participants who are dyslexic - HALSAN conference presentation

Inclusivity in education research relates not only to what we research. It extends to how we research. Dyslexia – affecting 10 per cent of the UK population - is one example where traditional research practices may unintentionally marginalise participant voices. Qualitative interviews are commonly used in education research to explore participants’ lives. As a research tool, they may be considered a fairly simple process. But what if that process unintentionally excludes some of the very voices we most need to hear? For adults with dyslexia, traditional interviews may present significant hurdles. This presentation provides insights into the methods chosen for a research project exploring the learning journeys of health professions educators with dyslexia in Post- Graduate Teacher Training. <br/><br/>Amid the evolving landscape of health professions education, marked by growing diversity and heightened attention to inclusivity, the experiences of postgraduate educators with dyslexia remain underexplored. While the learning journeys of undergraduate students with dyslexia have gained some attention, there is a notable absence of research on health professions educators, particularly those undertaking postgraduate teacher training.<br/><br/>Our project employed mapping as a creative method, alongside interviews, inviting participants to visually represent their journeys and experiences. This innovative approach sought to give agency to participants to create their data and identify salient moments in their journeys into teaching. By shedding light on the experiences of neurodivergent educators, this project seeks to contribute to a broader understanding of inclusivity in health professions education. We share insights into the importance of ensuring research methodologies are inclusive, and draw upon salient aspect of our project’s design.<br/>