CoChat
Sign Up
Cited by 39Innovations in Medical EducationMedical Education and AdmissionsDevelopmental and Educational Neuropsychology

The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.

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

Gibson, Sandra, Leinster, Samuel·2011·Advances in Health Sciences Education
DOI 10.1007/s10459-011-9273-8
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1007/s10459-011-9273-8

Cites

28 of 28 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 28 references

Research works printed but not linked: 1

  1. Case, S. M., & Swanson, D. B. (2002). Constructing written test questions for basic and clinical sciences; third edition (revised). National Board on Medical Examiners, Philadelphia. Retrieved October 2, 2010 from http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf .

Cited by

See all 39

Related

See all

Metadata

Authors
Gibson, S., & Leinster, S.
Affiliations
University of East Anglia (GB)
Corresponding author
Gibson, Sandra
Venue
Advances in Health Sciences Education
Publisher
Springer Science and Business Media LLC
Published
2011-01-21
Volume
16
Issue
3
Pages
395-404
ISSN
  • 1382-4996 (ISSN-L)
  • 1573-1677
DOI
10.1007/s10459-011-9273-8
OpenAlex
W2014086283
Cited by
39
References
28
Citations by year
2026: 1 · 2025: 6 · 2024: 3 · 2022: 3 · 2021: 3 · 2020: 6 · 2019: 3 · 2018: 1 · 2017: 5 · 2016: 2 · 2015: 2 · 2013: 2 · 2012: 2
FWCI
1.26
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • Advances in Health Sciences Education (publishedVersion)
  • PubMed (publishedVersion)
  • UEA Digital Repository (University of East Anglia) (submittedVersion)
Topics
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Education › Medical Education and Admissions
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
dyslexia, learning disabilities, medical students, medical education assessment, extended matching questions, short-answer questions, observed structured clinical examination, extra time, academic performance
MeSH terms
Analysis of Variance, Dyslexia, Education, Medical, Educational Measurement, Educational Status, Humans, Learning, Statistics as Topic, Students, Medical, Chi-Square Distribution

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations? https://app.cochat.ai/papers/10.1007/s10459-011-9273-8
The paper
Gibson, S., & Leinster, S. (2011). How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations? Advances in Health Sciences Education. https://doi.org/10.1007/s10459-011-9273-8