Revealing the Hidden: A Qualitative Study of Learning Disabilities Among Medical and Nursing Students in Vietnam

Background Learning disabilities (LD) are neurodevelopmental disorders that affect academic skills. Students with LD face disparities in performance, well-being, and career prospects, particularly in higher education. In Vietnam, no specific policies address LD in medical and nursing education. Objectives This paper discusses the perceptions, understanding, and responses to LD among Vietnamese medical and nursing students, including their experiences and perspectives on the challenges and support systems. Methods Focus group interviews were employed with 24 medical and nursing students from Vietnamese universities. The interviews covered knowledge, attitudes, and practices towards LD. Thematic analysis was used to analyze the data. Results Four major themes were constructed: Understanding LD, Uncover the unseen: Recognizing LDs in students, Inclusivity and collaboration with LD students, and ‘You are perfect the way you are’: Positive messages for students with LD. Participants showed varied understandings of LD, uncertain screening methods, and mixed expectations about learning with peers with LD, with some anticipating challenges and others emphasizing the potential for mutual learning. Conclusion Our study revealed several ambiguities about LD among Vietnamese medical and nursing students, although some participants expressed encouragement for those who have this type of disability. The findings highlight the need for comprehensive policy development, increased awareness and training, evidence-based screening tools, specialized support services, and fostering an empathetic educational culture. This may lead to better social inclusion of all students with LD in Vietnam in general and in higher education settings in particular.