Table 1. Data Extraction.
| Study | |||
|---|---|---|---|
| Ricketts et al.(2009) | Gibson & Leinster (2011) | McKendree & Snowling (2011) | |
| Medical School | Peninsula | East Anglia | Hull York |
| Condition | Dyslexia & other SpLDs | Dyslexia | Dyslexia |
| Number with Dyslexia/SpLD* | 50 & 40 | 91 | 36 |
| Other Students | 706 & 796 | 777 | 544 |
| Percentage with Dyslexia* | 7% and 5% | 12% | 7% |
| Years of study | 1 - 5 | 1 - 4 | 1 - 2 |
| Exams Included | MCQ
- - - - |
-
EMQ - SAQO SCE |
MCQ/EMQ combined
As above MEQ - OSCE |
| Allowances made | 25% extra time | 25% extra time for written exams | 25% extra time for written exams |
| Type of study | Cross-sectional | Cross-sectional | Cross-sectional |
| Method | Review of exam scores | Review of exam scores | Review of exam scores |
| Aims | To investigate the impact of dyslexia on medical school performance, and whether the 25% extra time adequately compensated for disability-specific difficulties | To examine:
The impact of SpLDs on different assessment types (written and skills-based); The impact of dyslexia on performance;The difference made by adjustments (25% extra time). |
To study the impact of dyslexia on performance in different exam formats. |
| Main Results | The extra time in MCQs allowed students with SpLDs to perform as well as others. | Without adjustments, SWD did less well (especially in SAQ) than others.
Adjustments did not influence dyslexic students’ results in 1 st year EMQs. SWD did less well in OSCEs in 1 st Year but did as well later. Giving extra time in written exams had a positive effect. |
All of the exam types studied could be completed (with adjustments) just as well by SWD as others.
A variety of assessment types should be included in medical student assessments. No differences in scores on performance-based OSCEs. |
| Additional Issues Highlighted | In addition, MCQs are acceptable to most students with SpLDs and seemed fair. | It is important to conduct research into students’ attitudes to assessment types.
Further research is needed into the suitability of support packages. |
Although high performing SWD - “compensated dyslexics” - have developed some coping skills, they may be more anxious than others and require extra emotional support. |