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?
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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“OSCE-style assessments introduce distinctive equity challenges, particularly for students with autism and communication differences who may find formats relying on rapid interpersonal exchanges and performance under time pressure disproportionately demanding [19,20].”
From Clinical assessment meets laboratory science: adapting OSCE methodology for authentic biosciences evaluation in the age of generative AI (2025) · cites this paper as [19]
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“OSCE-style assessments introduce distinctive equity challenges, particularly for students with autism and communication differences who may find formats relying on rapid interpersonal exchanges and performance under time pressure disproportionately demanding [19,20].”
Metadata
- Authors
- Gibson, S., & Leinster, S.
- Affiliations
- University of East Anglia (GB)
- Corresponding author
- Gibson, Sandra
- Venue
- Advances in Health Sciences Education
- Published
- 2011-01-21
- Volume
- 16
- Issue
- 3
- Pages
- 395-404
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- 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
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