Hull York Medical School, University of York, York, UK.
Med Educ. 2011 Feb;45(2):176-82. doi: 10.1111/j.1365-2923.2010.03802.x.
dyslexia is a learning disorder, the primary sign of which is significant difficulty in learning to read and spell. However, accumulating evidence suggests that many people with dyslexia can overcome their reading difficulties and enjoy high levels of educational success. There is debate about the appropriateness of different forms of summative assessment for people with dyslexia, but there is little research investigating different examination formats, particularly in higher education, including medical education. Currently, medical school examinations comprise a range of different assessments, both written and performance-based, offering an opportunity to compare performance on different formats. This study compared results between students with and without dyslexia on all summative assessment types used at one UK medical school.
examination scores were collated for all summative Year 1 and 2 examinations at Hull York Medical School (HYMS) over four cohorts entering from 2004 to 2007. These included scores on two types of forced-choice question (multiple-choice and extended matching question) examinations, on short written answer examinations and on performance in a 16-station objective structured clinical examination (OSCE). Results for written answers were gathered separately for basic science questions and for questions involving critical analysis and evidence-based medicine.
an overall multivariate analysis of covariance (mancova) on examinations across both years controlling for gender, ethnicity and age on entry indicated that there was no significant overall effect of dyslexia on examination results. Regression analysis further showed that dyslexia was not a significant predictor on any of the examination forms in Year 1 or Year 2.
there is no indication that any of the assessment methods used in HYMS, in common with many other medical schools, disadvantage students with dyslexia in comparison with their peers. In the light of these findings, we support the current view that a variety of assessment types should be included in the assessment of all medical students, as is already considered to be best practice.
阅读障碍是一种学习障碍，其主要表现为学习阅读和拼写有明显困难。然而，越来越多的证据表明，许多阅读障碍患者能够克服阅读困难，取得较高的教育成就。对于阅读障碍者，不同形式的总结性评估是否合适存在争议，但很少有研究调查不同的考试形式，特别是在高等教育中，包括医学教育。目前，医学院校考试包括多种不同的评估方式，既有书面的也有基于表现的，这为比较不同形式的表现提供了机会。本研究比较了英国一所医学院所有总结性评估类型中阅读障碍学生和非阅读障碍学生的成绩。
收集了 2004 年至 2007 年期间四个入学年级的 Hull York 医学院（HYMS）所有总结性一年级和二年级考试的考试成绩。这些考试包括两种类型的多项选择题（多项选择题和扩展匹配题）考试、短篇简答题考试以及 16 站客观结构化临床考试（OSCE）的成绩。简答题的成绩是根据基础科学问题和涉及批判性分析和循证医学的问题分别收集的。
对两年考试的总体多元协方差分析（manocova）控制了性别、种族和入学时的年龄，结果表明阅读障碍对考试成绩没有显著的总体影响。回归分析进一步表明，阅读障碍不是一年级或二年级任何考试形式的显著预测因素。
没有迹象表明，HYMS 使用的任何评估方法与许多其他医学院一样，会使阅读障碍学生在与同龄人相比时处于不利地位。鉴于这些发现，我们支持目前的观点，即应将多种评估类型纳入所有医学生的评估中，这已经被认为是最佳实践。
