Exploring the perceptions of doctors with specific learning differences undertaking assessments for UK general practice licencing: a qualitative study.

Abstract

Introduction: Increasing numbers of doctors training in the United Kingdom (UK) have specific learning differences (SpLDs) which may affect performance in licencing examinations. There is limited evidence for how and why SpLDs affect performance in licencing exams. We explored perceptions of General Practice Speciality Trainees (GPSTs) with SpLDs on the challenges of UK licencing examinations and workplace-based assessment, and strategies for overcoming these.

Methods: We used a qualitative design employing Systematic Grounded Theory with inductive methods to inform theory development. Individual semi-structured interviews were conducted, transcribed and analysed using three steps of open, axial and selective coding. We recruited from UK general practice training schemes with purposive sampling to include participants of different sex, stage of training and UK or overseas primary medical qualification.

Findings: We interviewed 18 GPSTs with a SpLD, four male and 14 female, at various stages of training, who had undergone primary medical training in the UK or overseas. We identified four core themes from the analysis: 1 Importance of early detection, screening and referral; 2 Understanding the intersection of SpLDs, culture and language; 3 Educational and organisational approaches to GP trainees with SpLDs; and 4 Addressing emotional and wellbeing impacts.

Conclusion: This study has identified tailored strategies to support learning and assessment for GPSTs with a SpLD, which could improve learning experiences, wellbeing and outcomes.