{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T13:23:21Z","timestamp":1790601801717,"version":"4.1.0"},"reference-count":35,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T00:00:00Z","timestamp":1763424000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T00:00:00Z","timestamp":1763424000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2026,3]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>\n                      The field of health professions education has seen growing emphasis on inclusive pedagogies and learner diversity. Universal Design for Learning (UDL) offers a framework for designing educational experiences that accommodate diverse learning needs. Applying this principle to research, we must consider not only\n                      <jats:italic>what<\/jats:italic>\n                      we research but also\n                      <jats:italic>how<\/jats:italic>\n                      we research. Dyslexia is one example where traditional research practices may unintentionally marginalise participant voices. Conventional research interviews\u2014especially those relying heavily on verbal recall and heavy question\u2013answer formats\u2014may not be the most accessible or inclusive method for gathering rich data with participants who are dyslexic. However, recent research reports that those with dyslexia excel at visualisation, creative thinking, identifying patterns and oral communication. In response to these characteristics and challenges, we adopted journey mapping to create a more inclusive research experience.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We explored the learning journeys of health professions educators who have dyslexia. We conducted six semi\u2010structured online interviews utilising participant\u2010created journey maps as a creative and inclusive method for data construction. The maps were used as a visual prompt and a reflection tool before and during the interviews. Data were analysed using reflexive thematic analysis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The mapping provided participants with an enjoyable, engaging, autonomous means of reflection, enabling them to structure and tell their stories in a personally meaningful way. It supported verbal articulation during interviews by offering visual scaffolding and helped reduce cognitive load by allowing time to reflect, plan and organise responses in advance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Adapting research methods to ensure a more inclusive approach has the potential to create more authentic, rich data and a fun and engaging experience for participants. The visual nature of mapping is a key advantage; however, researchers must mitigate the potential harm to participants elicited through the depth of reflection of negative experiences. Clear instructions and reassurance relating to creative confidence are key to executing this approach.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.70104","type":"journal-article","created":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T13:10:31Z","timestamp":1763471431000},"page":"288-295","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Journey mapping as an inclusive research tool: Capturing the learning journeys of health professions educators with dyslexia"],"prefix":"10.1111","volume":"60","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-5174-6238","authenticated-orcid":false,"given":"Sarah","family":"McLaughlin","sequence":"first","affiliation":[{"name":"University of Bristol Medical School  Bristol UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-9496-594X","authenticated-orcid":false,"given":"Asim","family":"Ali","sequence":"additional","affiliation":[{"name":"University of Bristol Medical School  Bristol UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5251-3308","authenticated-orcid":false,"given":"Steve","family":"Jennings","sequence":"additional","affiliation":[{"name":"University of Bristol Medical School  Bristol UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,11,18]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/tct.13606"},{"key":"e_1_2_10_3_1","volume-title":"Handbook of Qualitative Research","author":"Denzin N","year":"2005"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.15555"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/jar.13182"},{"key":"e_1_2_10_6_1","unstructured":"National Health Service (NHS). (2022).Dyslexia: Overview. Available:https:\/\/www.nhs.uk\/conditions\/dyslexia\/"},{"key":"e_1_2_10_7_1","unstructured":"Made By Dyslexia (MBD). (2024)Intelligence 5.0 Report. Available:https:\/\/www.madebydyslexia.org\/resources\/"},{"key":"e_1_2_10_8_1","unstructured":"British Dyslexia Association (BDA). (2025)What is dyslexia?https:\/\/www.bdadyslexia.org.uk\/dyslexia\/about-dyslexia\/what-is-dyslexia"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/09658210601043384"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuropsychologia.2011.08.021"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/1468794117708123"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.15615"},{"key":"e_1_2_10_13_1","volume-title":"Dyslexia in Higher Education: Advances in Theory and Practice","author":"Ryder J","year":"2018"},{"key":"e_1_2_10_14_1","unstructured":"National Health Service (NHS). (2025b)Neurodiversity Support.https:\/\/london.hee.nhs.uk\/professional-development\/dyslexia"},{"key":"e_1_2_10_15_1","unstructured":"National Health Service (NHS). (2025a)Dyslexia\u2014Guide for managers and colleagues. Available\u2014Dyslexia Dyscalculia Dyspraxia and other Neuro Developmental Conditions | Nottinghamshire Healthcare NHS Foundation Trust"},{"key":"e_1_2_10_16_1","doi-asserted-by":"publisher","DOI":"10.1080\/14427591.2018.1517387"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/jar.12431"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.5040\/9781849668149"},{"key":"e_1_2_10_19_1","volume-title":"Inclusive Research With People With Learning Disabilities Past, Present and Futures","author":"Walmsley J","year":"2003"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1111\/jar.12083"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.56687\/9781447320258"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.1177\/1468794114557993"},{"key":"e_1_2_10_23_1","doi-asserted-by":"publisher","DOI":"10.1177\/1468794104047234"},{"key":"e_1_2_10_24_1","first-page":"1","article-title":"Using Bourdieu\u2019s concept of habitus to explore higher education decision\u2010making for working class women on an access to higher education course","author":"McLaughlin S","year":"2024","journal-title":"Stud Ed Adults"},{"key":"e_1_2_10_25_1","doi-asserted-by":"publisher","DOI":"10.1177\/160940691501400302"},{"key":"e_1_2_10_26_1","doi-asserted-by":"publisher","DOI":"10.1177\/160940691201100202"},{"key":"e_1_2_10_27_1","first-page":"1","article-title":"Embracing the visual: using timelines with in\u2010depth interviews on substance use and treatment","volume":"16","author":"Berends L","year":"2011","journal-title":"Qual Rep"},{"issue":"2","key":"e_1_2_10_28_1","first-page":"57","article-title":"Exploring college students' experiences drawing a journey map","volume":"34","author":"Moon\u2010Seo SK","year":"2023","journal-title":"Educ Res: Theory Practice"},{"key":"e_1_2_10_29_1","doi-asserted-by":"publisher","DOI":"10.2307\/j.ctv1h0p56r.19"},{"key":"e_1_2_10_30_1","article-title":"The methodological position of symbolic interactionism","volume":"1","author":"Blumer H","year":"1969","journal-title":"Symbolic Interactionism: Perspective and Method"},{"key":"e_1_2_10_31_1","volume-title":"Mind, Self, and Society From the Perspective of a Social Behaviourist","author":"Mead GH","year":"1934"},{"key":"e_1_2_10_32_1","doi-asserted-by":"publisher","DOI":"10.1080\/13645579.2019.1672287"},{"key":"e_1_2_10_33_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-69909-7_3470-2"},{"key":"e_1_2_10_34_1","doi-asserted-by":"publisher","DOI":"10.34197\/ats\u2010scholar.2020\u20100156PS"},{"key":"e_1_2_10_35_1","first-page":"357","volume-title":"Handbook of Complementary Methods in Education Research","author":"Brenner ME","year":"2012"},{"key":"e_1_2_10_36_1","first-page":"71","volume-title":"Normalisation, Social Integration and Community Services","author":"Wolfensberger W","year":"1980"}],"container-title":["Medical Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/medu.70104","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/full-xml\/10.1111\/medu.70104","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/medu.70104","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T18:58:21Z","timestamp":1772996301000},"score":1,"resource":{"primary":{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/10.1111\/medu.70104"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,11,18]]},"references-count":35,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2026,3]]}},"alternative-id":["10.1111\/medu.70104"],"URL":"https:\/\/doi.org\/10.1111\/medu.70104","archive":["Portico"],"relation":{},"ISSN":["0308-0110","1365-2923"],"issn-type":[{"value":"0308-0110","type":"print"},{"value":"1365-2923","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,11,18]]},"assertion":[{"value":"2025-07-09","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-11-03","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-11-18","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}