Timing is key to providing modified assessments for students with specific learning difficulties

Abstract

Introduction Medical students who are diagnosed with a\xa0specific learning difficulty (SpLD) will typically receive a\xa0reasonable 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\xa0MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5\xa0years of a\xa0medical program. Students who received a\xa0SpLD diagnosis in the latter years of the program were identified as not receiving a\xa0MAP 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\xa0diagnosis. Students with SpLD who receive a\xa0MAP increase their applied medical knowledge assessment performance, although there is a\xa0delay of up to a\xa0year for this impact to reach significance. Conclusion Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.