O'Dwyer Sadhbh, Lavington Glynis, Miller Jane, Elfes Chris, Calogeras Antonia, El-Bakri Fatima
Faculty of Education and Health Services, School of Allied Health, University of Limerick, Limerick, V94 T9PX, Ireland.
Wessex Professional Support and Wellbeing Service, NHS England South East, PO Box 16738, Redditch, B97 9PT, UK.
Postgrad Med J. 2025 Mar 16;101(1194):360-365. doi: 10.1093/postmj/qgae162.
There is a lack of suitable screeners for dyslexia for doctors in training, as the typical adult screeners do not cater for the needs of capable medical graduates. The aim of this research is to create an inclusive screening and training process for doctors with undiagnosed dyslexia. This involved working with doctors to co-create a new dyslexia screener tool. We designed an innovative holistic dyslexia screening, assessment, and support system as part of a 3-year longitudinal study. Qualitative data was collected through the use of a dyslexia screener and case-study interviews with trainees in general practice and psychiatry. Interviews were thematically analyzed to explore dyslexic trainees' experiences of an inclusive approach to dyslexia screening and assessment. Out of the 103 trainees that were screened, 10 were found to have dyslexia, one dyspraxia, and another ADHD trait. Dyslexia-specific coaching, exam, and workplace accommodations were beneficial in dispelling stigma about dyslexia as well as supporting examination success. International Medical Graduate (IMG) trainees were also supported in this process. The case study participants' progression was tracked over 3 years, and all subsequently passed their examinations. We recommend that all trainees are given access to this inclusive, holistic, medical-focused dyslexia screening process. Specifically, this can enable newly diagnosed trainees to access support and exam accommodation. In particular, greater understanding of dyslexia helps dispel stigma and enable better support, which has a positive impact on trainee well-being as well as progression.
对于正在接受培训的医生来说，缺乏合适的诵读困难筛查工具，因为典型的成人筛查工具无法满足有能力的医学毕业生的需求。本研究的目的是为未被诊断出诵读困难的医生创建一个包容性的筛查和培训流程。这包括与医生合作共同创建一个新的诵读困难筛查工具。作为一项为期3年的纵向研究的一部分，我们设计了一个创新的综合性诵读困难筛查、评估和支持系统。通过使用诵读困难筛查工具以及对全科和精神科实习医生进行案例研究访谈来收集定性数据。对访谈进行主题分析，以探讨有诵读困难的实习医生在包容性诵读困难筛查和评估方法方面的经历。在接受筛查的103名实习医生中，有10人被发现患有诵读困难，1人患有运动障碍，还有1人具有注意缺陷多动障碍特征。针对诵读困难的辅导、考试和工作场所便利措施有助于消除对诵读困难的污名化，并支持考试成功。国际医学毕业生（IMG）实习医生在这个过程中也得到了支持。对案例研究参与者的进展情况进行了3年的跟踪，他们随后都通过了考试。我们建议让所有实习医生都能参与这个包容性的、全面的、以医学为重点的诵读困难筛查过程。具体来说，这可以使新诊断出诵读困难的实习医生获得支持和考试便利。特别是，对诵读困难的更多了解有助于消除污名化并提供更好的支持，这对实习医生的幸福感和职业发展都有积极影响。
