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How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?

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Abstract

There are an increasing number of students with learning difficulties attending university, and currently much debate about the suitability and ability of students with dyslexia at both medical school and once they graduate into clinical practice. In this study we describe the performance of students with dyslexia compared to fellow students in extended matching questions (EMQ), short answer question (SAQ) and observed structured clinical examinations (OSCE) and discuss the implications of differences identified. End of year assessment results for 5 cohorts of medical students were analysed. Students with dyslexia did less well overall in all assessment types in year 1 but this difference was not evident in later years. Dyslexic students who were allowed extra time in written assessments did better than dyslexic students who did not have their assessment concessions in place. When station type within OSCE assessments was analysed students with dyslexia did less well in both examination skills and data interpretation stations in years 1, 2 & 3. In conclusion, differences in performance in written assessments are only evident early in training and may be partly due to delayed adjustment to medical school or implementation of assessment concessions. Performance in individual OSCE stations is dependent on station type. Why students with specific learning difficulties (SpLDs) perform less well in examination skills and data analysis OSCE stations requires further investigation.

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Acknowledgments

Funding: This work was funded by University of East Anglia. Ethical approval: Was obtained from the Faculty of Health Research Committee, University of East Anglia. Please see Chairman’s statement below. This paper presents an analysis of examination results for students with perceived learning difficulties in a recently established medical course. The number of students with declared special learning difficulties coupled with the grouping of data means that it would be impossible for an individual to identify a second individual from their cohort as being included within the group. It is even less likely that a future employer could recognise an applicant from this data. I can see of no potential for harm for the students discussed, and no reason why their consent should have been gained for the analysis of examination results within the organisation. Therefore in my opinion this paper represents a study which was carried out to an ethically sound design with no potential risk to the students discussed.

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  1. School of Medicine, Health Policy and Practice, University of East Anglia, Norwich, Norfolk, NR4 7TJ, UK

    Sandra Gibson & Samuel Leinster

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  1. Sandra Gibson
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  2. Samuel Leinster
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Correspondence to Sandra Gibson.

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Gibson, S., Leinster, S. How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations?. Adv in Health Sci Educ 16, 395–404 (2011). https://doi.org/10.1007/s10459-011-9273-8

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  • DOI: https://doi.org/10.1007/s10459-011-9273-8

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