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

Area of Science:

• Medical Education
• Neuroscience
• Psychology

Background:

• Medical students with specific learning difficulties (SpLD) often receive modified assessment provision (MAP).
• The impact of the timing of SpLD diagnosis and MAP implementation on academic performance is not fully understood.

Purpose of the Study:

• To investigate the effect of SpLD diagnosis timing and MAP implementation on medical students' performance in applied medical knowledge multiple-choice question (MCQ) assessments.

Main Methods:

• A 5-year longitudinal study comparing MCQ performance of 108 students with SpLD receiving MAP against 1960 students without MAP.
• Analysis of assessment data, considering the timing of SpLD diagnosis and MAP implementation.

Main Results:

• Students with SpLD who received MAP showed improved MCQ assessment performance.
• A significant positive impact of MAP on performance was observed up to one year after implementation, indicating a delay.
• Diagnosis timing varied, with a notable percentage of students receiving a diagnosis after initially declaring their SpLD.

Conclusions:

• Early diagnosis of SpLD is essential for medical students to fully benefit from modified assessment provision (MAP).
• Timely intervention through MAP can enhance academic outcomes in applied medical knowledge assessments.