Doctors with dyslexia: strategies and support

Abstract

Structured abstract BackgroundLooking beyond dyslexia as an individual doctor's issue requires adjusting a working environment to better serve the needs of doctors with dyslexia. With an increasing number of doctors disclosing dyslexia at medical school, how is it best for educators to provide this support? Our research looks at the impact of dyslexia on clinical practice and the coping strategies used by doctors to minimise the effect. MethodsQualitative data was collected from 14 doctors with dyslexia using semi-structured interviews and by survey. 'In situ' demonstration interviews were conducted in order to understand how dyslexia is managed in the workplace from first-hand experience. Employers and educators who have responsibility for meeting the needs of this group were also consulted. FindingsEven in cases of doctors who had a diagnosis, they often did not disclose their dyslexia to the employer. Study participants reported having developed individual ways of coping and devised useful 'workarounds'. Support from employers comes in the form of 'reasonable adjustments' although from our data we cannot be sure that such adjustments contribute to an 'enabling' work environment. Supportive characteristics included the opportunity to shadow others and the time and space to complete paperwork on a busy ward. DiscussionDoctors with dyslexia need to be helped to feel comfortable enough to disclose. Educators need to challenge any negative assumptions that exist as well as promote understanding about the elements that contribute to a positive working environment. There is practice guidance available for educators to identify strategies and resources that are evidence based.

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

“…Although dyslexia is considered to be a disorder that primarily affects skills involved in accurate and fluent word reading and spelling, it is well known that the condition has a range of other effects which could influence performance. Performance in an OSCE for candidates with dyslexia may also be impaired by difficulties with attention and concentration, sequencing, organisation, time management and prioritisation of tasks, reading under pressure, memory and recall, or lack of supportive measures …”

“…Identifying dyslexia, enabling doctors to disclose the condition early, providing educational strategies to support those affected and challenging negative assumptions are important for an ‘enabling’ environment . Screening doctors for dyslexia earlier during training, particularly in trainees with features of the condition who may not have been diagnosed earlier in their educational career, may be helpful.…”

“…Although dyslexia is considered to be a disorder that primarily affects skills involved in accurate and fluent word reading and spelling, 25 it is well known that the condition has a range of other effects which could influence performance. Performance in an OSCE for candidates with dyslexia may also be impaired by difficulties with attention and concentration, 20 sequencing, organisation, time management and prioritisation of tasks, 26 reading under pressure, 20 memory and recall, 27,28 or lack of supportive measures. 29 It is also possible that candidates have greater familiarity with written examinations compared to OSCEs, and more opportunities to develop strategies and workarounds to address difficulties, because of increased exposure to the former throughout their educational career.…”

“…14 Identifying dyslexia, enabling doctors to disclose the condition early, providing educational strategies to support those affected and challenging negative assumptions are important for an 'enabling' environment. 26,31 Screening doctors for dyslexia earlier during training, particularly in trainees with features of the condition who may not have been diagnosed earlier in their educational career, may be helpful. Features of dyslexia in adults include uneven skills and deficiencies, poor self-confidence, anxiety or frustration, deterioration in educational progress or portfolio, and examination failure.…”

It’s Time to Be Scientific About Dyslexia

“…Dyslexia 4 throws up a host of conceptual, operational, and ethical difficulties. Often applied to adults and diagnosed relatively late in their lives (Holmqvist, 2020; Locke, Alexander, Mann, Kibble, & Scallan, 2017), the diagnosis can be used to obtain various educational accommodations and resources (Asghar et al, 2018, 2019; J.G. Elliott, 2014).…”