Year: 2025
Type: article
Abstract: The impact of specific learning differences (SpLDs) is a widely acknowledged and researched element of post-graduate medical training, especially within GP training.The impact of dyslexia, one such SpLD, on individual clinicians is unique to them, but differences range across five key areas: phonological awareness; short-term memory; processing speed; visuospatial skills; and sequencing skills.It is also acknowledged that increased self-awareness and development of supportive strategies is essential for individual learners, as well as for educators and supervising colleagues.General practice speciality training (GPST) in the UK is a 3-year full-time equivalent (FTE) programme, requiring completion of the MRCGP tripos: the Applied Knowledge Test (AKT); the Simulated Consultation Assessment (SCA); and the Workplace Based Assessment (WPBA), with continued professional development demonstrated through a written portfolio.For both the AKT and SCA exams, reasonable adjustments can be given for individuals with SpLDs.Due to the nature of SpLDs, individuals may also require additional support when completing their portfolio as well as in their workplace, both through training and beyond.This workplace-based support is especially important when placing GPST in the context of a highly pressured NHS, where over a fifth of GP registrars (GPRs) are at high risk of burnout, and over half of GPRs describe their work as highly emotionally exhausting.
Author: Adrian Hucks
Institution: Royal College of General Practitioners
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: bronze
OpenAlex ID: W4408899274