Beyond Neurotypical: Training and Assessing Neurodiverse Learners in Radiology 

“Radiology education tends to reward a narrow range of cognitive styles,” said Waqas Ahmad, MBBS, MSc, assistant professor of abdominal imaging at Queen’s University Kingston in Ontario, Canada. “That’s a problem, since we know that a significant portion of trainees may be neurodiverse—whether they’ve disclosed it or not.”

Yesterday, Dr. Ahmad presented an education exhibit on neurodiversity in radiology. The exhibit explores how various cognitive profiles such as attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia can impact how radiology trainees understand, process and communicate information.

In Dr. Ahmad’s view, neurodiverse learners may be unintentionally disadvantaged by traditional radiology training and assessment. This can lead to performance disparities that are not related to competence, he explained.

“I’ve seen firsthand how talented individuals can struggle unnecessarily due to misalignment between how they think and how we teach or assess,” he said. “The goal is to build systems that work for more people, not just the neurotypical majority.”

Strategies for Increasing Inclusivity

According to Dr. Ahmad, there are various ways to make education more effective for non-neurotypical learners. He asserted that engagement, performance and well-being can all be enhanced by using methods such as visual-based learning, chunked instruction, flexible assessments and sensory-adapted workspaces. 

“Radiology is inherently visual, so leaning into that with visual-based learning, which uses diagrams, flowcharts and annotated images, can help neurodiverse learners process and retain information more effectively than dense text or long lectures,” Dr. Ahmad explained.

Chunked instruction breaks information into smaller, manageable units with clear transitions and objectives, he said. This reduces cognitive overload and supports better focus and memory.

Dr. Ahmad also noted that standardized, time-pressured exams may not capture a learner’s true diagnostic ability. This is why more flexible assessments may be preferable for neurodiverse individuals. “Alternatives like oral exams, project-based evaluations or untimed practicals can offer a more accurate picture of competence,” he said.

Finally, Dr. Ahmad noted that radiology reading rooms can be overwhelming, due to lighting, constant noise and interruptions. “Offering adjustable lighting, quiet zones or noise-canceling options can make a big difference for learners with sensory sensitivities,” he said.