SP 4.11 Supporting Neurodivergent Surgeons is Easier and More Important than We Might Think
Thomas BadenochAbstract
Aim
Rate of diagnosis of neurodivergence are increasing in medicine and the general population, figures suggesting up to 20% prevalence. Neurodivergent doctors have worse educational and professional outcomes, with higher reported rates of burnout, bullying and loss of career progression. Data on prevalence in surgeons is poor, but comparable careers suggest rates of neurodivergence as high as 45%. Training support for neurodivergent surgeons is poor, despite established interventions in higher education.
Methods
I designed and implemented simple interventions that trainers can use to improve environment, training style, educational impact, and trainee function. Created a simple reference guide on how to make these changes. Educated trainers on how to implement them with minimal negative clinical impact. All interventions were based on established educational theory and deliberately chosen to have a broad positive impact on different neurodivergent types, and no negative impact on neurotypical trainees.
Results
I created a simple reference guide, divided by clinical area and split into stepwise progression from simple to complex. An associated training session, outlining the problems neurodivergent trainees faced and the impact of such interventions, delivered to consultants, GPs, and trainees across the Southwest region. Feedback from use of the ‘Neurodiversity Toolkit’ demonstrated positive uptake and results from trainers and trainees. Allowing engaged trainers to make impactful change and giving trainees a blueprint to discuss useful adjustments.
Conclusions
More neurodivergent surgeons exist than we realise, they are at risk of worse professional outcomes. Simple interventions by their trainers can positively impact their engagement and educational outcomes.