Screening for specific learning difficulties (SpLD): The impact upon the progression of pre-registration nursing students

Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry; Harrison, Paula A.

doi:10.1016/j.nedt.2011.01.021

Cited by 20 publications

(28 citation statements)

References 18 publications

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“…Small-scale evaluations have shown the success of this approach in other clinical settings 28. Screening may be particularly important for doctors from minority ethnic groups who may not have been assessed earlier in their educational or academic career.…”

Section: Discussionmentioning

confidence: 99%

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

Asghar

Siriwardena

Elfes

et al. 2018

Postgraduate Medical Journal

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Section: Discussionmentioning

confidence: 99%

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

Asghar

Siriwardena

Elfes

et al. 2018

Postgraduate Medical Journal

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“…Consequently, the proportion of nursing students with these conditions may be much higher than reported. In part, this is because many students' learning difficulties are not diagnosed until after they start university (Wray et al 2008). Further to this, there is no compulsion for these to be disclosed on application.…”

Section: Inclusion In Nurse Educationmentioning

confidence: 99%

Exploring variation in nurse educators’ perceptions of the inclusive curriculum

Carey

2012

International Journal of Inclusive Education

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“…In 2009, 4.1% of medical students disclosed a disability, which included SpLDs [5]. Dyslexia is the most common SpLD affecting 3-10% of the general population in the UK [1,6] and 10-15% in the US [7]. Currently up to 2% of students entering UK med-…”

Section: Introductionmentioning

confidence: 99%

Timing is key to providing modified assessments for students with specific learning difficulties

Gray

Burr

2019

Perspect Med Educ

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Introduction Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. Method The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. Results Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. Conclusion Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.

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Screening for specific learning difficulties (SpLD): The impact upon the progression of pre-registration nursing students

Cited by 20 publications

References 18 publications

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

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

Exploring variation in nurse educators’ perceptions of the inclusive curriculum

Timing is key to providing modified assessments for students with specific learning difficulties

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