Performance of candidates disclosing dyslexia with other candidates in a UK medical licensing examination: cross-sectional study

Asghar, Zahid; Siriwardena, Aloysius Niroshan; Elfes, Chris; Richardson, J.C.; Larcombe, James; Neden, Catherine; Salim, Amer; Smalley, David; Blow, Carol

doi:10.1136/postgradmedj-2017-135326

Cited by 17 publications

(35 citation statements)

References 24 publications

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“…As in the previous study, we found that doctors from minority ethnic backgrounds and international medical graduates who had received their primary medical qualification outside the UK were more likely to declare dyslexia after initially failing the assessment. International medical graduates may be less likely to have been screened for dyslexia during their school or university education because of lack of testing and they and others may not disclose dyslexia because of stigma or perception of a negative impact on career progress .…”

Section: Discussionsupporting

confidence: 80%

“…Two previous studies investigating performance of medical students in undergraduate multiple‐choice tests and a further study investigating performance of doctors in an applied knowledge test for postgraduate medical licensing of general practitioners found no significant differences in the performances of candidates who declared dyslexia compared with those who did not . This latter study also showed differences in timing of declaration of dyslexia in international medical graduates (IMGs) (i.e.…”

Section: Introductionmentioning

confidence: 69%

“…There have been no previous published studies to date investigating the performance of doctors with dyslexia in OSCEs for high‐stakes licensing purposes. A recently published study exploring performance of doctors with dyslexia in the applied knowledge test of the MRCGP examination found no significant differences in performance for candidates who, having declared dyslexia, were offered reasonable accommodations for their disability …”

Section: Discussionmentioning

confidence: 99%

“…This is an example where the intersection of race and disability may particularly affect doctors who are affected by both . A delay in diagnosis (reducing the possibility of additional preparation strategies) or declaration (decreasing access to reasonable adjustments) are likely to disadvantage these candidates …”

Section: Discussionmentioning

confidence: 99%

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Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

et al. 2019

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Context High‐stakes medical examinations seek to be fair to all candidates, including an increasing proportion of trainee doctors with specific learning differences. We aimed to investigate the performance of doctors declaring dyslexia in the clinical skills assessment (CSA), an objective structured clinical examination for licensing UK general practitioners. Methods We employed a cross‐sectional design using performance and attribute data from candidates taking the CSA between 2010 and 2017. We compared candidates who declared dyslexia (‘early’ before their first attempt or ‘late’ after failing at least once) with those who did not, using multivariable negative binomial regression investigating the effect of declaring dyslexia on passing the CSA, accounting for relevant factors previously associated with performance, including number of attempts, initial score, sex, place of primary medical qualification and ethnicity. Results Of 20 879 CSA candidates, 598 (2.9%) declared that they had dyslexia. Candidates declaring dyslexia were more likely to be male (47.3% versus 37.8%; p < 0.001) and to have a non‐UK primary medical qualification (26.9% versus 22.4%; p < 0.01), but were no different in ethnicity compared with those who never declared dyslexia. Candidates who declared dyslexia late were significantly more likely to fail compared with those candidates who declared dyslexia early (40.6% versus 9.2%; p < 0.001) and were more likely to have a non‐UK medical qualification (79.3% versus 15.6%; p < 0.001) or come from a minority ethnic group (84.9% versus 39.2%; p < 0.001). The chance of passing was lower for candidates declaring dyslexia compared to those who never declared dyslexia and lower in those declaring late (incident rate ratio [IRR], 0.82; 95% confidence interval [CI], 0.70–0.96) compared with those declaring early (IRR, 0.95; 95% CI, 0.93–0.97). Conclusions A small proportion of candidates declaring dyslexia were less likely to pass the CSA, particularly if dyslexia was declared late. Further investigation of potential causes and solutions is needed.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

et al. 2019

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“…Editor I read with great interest the article by Asghar et al, 1 exploring the impact of disclosing dyslexia, a specific learning difficulty (SpLD), on clinical examinations.…”

Section: On Disclosing Dyslexia and Other Specific Learning Difficultmentioning

confidence: 99%

On disclosing dyslexia and other specific learning difficulties: A personal insight

Sheikh

2019

Medical Education

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It’s Time to Be Scientific About Dyslexia

Elliott

2020

Reading Research Quarterly

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Tha author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in impoverished practice in schools, social inequity in both understanding and provision for many struggling readers, and ultimately, reduced life chances for millions of students worldwide. Key to this problem is the inconsistency of the use of the term dyslexia in both scientific research and clinical and educational practice. Four different, common conceptions of dyslexia are outlined, and the implications that each of these have for work with struggling readers are discussed. Whereas it is often claimed that scientific understandings, derived from genetics, neuroscience, and cognitive science, enable clinicians to validly identify, from within a larger group of poor readers, those individuals with dyslexia, the author shows this to be not only misleading but also potentially deleterious to broader inclusive practice. The author argues that the seemingly scientifically based construction of the dyslexic individual, often buoyed by vested interests, typically favors more socially privileged students and often undermines attempts to identify and help all of those who struggle to learn to read. Common responses by proponents to challenges to the dyslexia construct are outlined and discussed. In conclusion, the author argues that scientists, researchers, clinicians, and educators have a responsibility to address and confront the real‐world consequences of much science but little wisdom in the field of reading disability.

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Performance of candidates disclosing dyslexia with other candidates in a UK medical licensing examination: cross-sectional study

Abstract: Performance was similar in AKT candidates disclosing dyslexia with other candidates once covariates associated with examination success were adjusted for. Candidates declaring dyslexia after initially failing the AKT were more likely to have a primary medical qualification outside the UK.

Cited by 17 publications

References 24 publications

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

On disclosing dyslexia and other specific learning difficulties: A personal insight

It’s Time to Be Scientific About Dyslexia

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