Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general...

Area of Science:

• Medical Education
• Special Educational Needs
• General Practice Training

Background:

• An increasing number of doctors in UK training programs have specific learning differences (SpLDs).
• There is limited understanding of how SpLDs impact performance in medical licensing examinations.
• General Practice Speciality Trainees (GPSTs) with SpLDs encounter challenges in both examinations and workplace-based assessments.

Purpose of the Study:

• To explore the perceptions of GPSTs with SpLDs regarding challenges in UK licensing examinations and workplace-based assessments.
• To identify strategies employed by GPSTs with SpLDs to overcome these assessment challenges.
• To inform the development of supportive educational and organizational approaches for trainees with SpLDs.

Main Methods:

• Qualitative design utilizing Systematic Grounded Theory with inductive methods.
• Individual semi-structured interviews were conducted with 18 GPSTs diagnosed with SpLDs.
• Data analysis involved open, axial, and selective coding to identify core themes.

Main Results:

• Four core themes emerged: early detection/screening/referral, intersection of SpLDs with culture/language, educational/organizational approaches, and emotional/wellbeing impacts.
• Participants included 18 GPSTs (4 male, 14 female) at various training stages with UK or overseas primary medical qualifications.
• Identified challenges and coping strategies provide insights into the lived experiences of GPSTs with SpLDs.

Conclusions:

• Tailored strategies can significantly support learning and assessment for GPSTs with SpLDs.
• Improved support can enhance learning experiences, overall wellbeing, and ultimately, clinical outcomes.
• This research highlights the need for greater awareness and targeted interventions within medical training programs.