The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review
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| Title: | The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Emilie Edwards (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2026 30(5):1206-1221. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Students with Disabilities, Autism Spectrum Disorders, Allied Health Occupations Education, Barriers, Affordances, Clinical Teaching (Health Professions), Symptoms (Individual Disorders), Self Disclosure (Individuals), Inclusion, Individual Characteristics, Sense of Belonging, Foreign Countries, Sensory Experience |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/13623613261427125 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O'Malley's framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503410 |
| Database: | ERIC |
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| Abstract: | Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O'Malley's framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area. |
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| ISSN: | 1362-3613 1461-7005 |
| DOI: | 10.1177/13623613261427125 |
