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dc.contributor.authorGray, CPen
dc.contributor.authorBurr, SAen
dc.date.accessioned2020-07-09T17:36:52Z
dc.date.available2020-07-09T17:36:52Z
dc.date.issued2020-02en
dc.identifier.urihttp://hdl.handle.net/10026.1/15961
dc.description.abstract

INTRODUCTION: Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. METHOD: The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. RESULTS: Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. CONCLUSION: Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.

en
dc.format.extent49 - 56en
dc.languageengen
dc.language.isoengen
dc.subjectEducational measurementen
dc.subjectLearning disabilitiesen
dc.subjectModified assessmenten
dc.subjectSpecific learning difficultyen
dc.subjectTimingen
dc.subjectEducational Measurementen
dc.subjectHumansen
dc.subjectLearning Disabilitiesen
dc.subjectSurveys and Questionnairesen
dc.subjectTest Taking Skillsen
dc.subjectTime Factorsen
dc.titleTiming is key to providing modified assessments for students with specific learning difficulties.en
dc.typeJournal Article
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/31858453en
plymouth.issue1en
plymouth.volume9en
plymouth.publication-statusPublisheden
plymouth.journalPerspect Med Educen
dc.identifier.doi10.1007/s40037-019-00553-4en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Medical School
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.publisher.placeNetherlandsen
dc.identifier.eissn2212-277Xen
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.1007/s40037-019-00553-4en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.typeJournal Article/Reviewen


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