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Abstract：
This article was migrated. The article was marked as recommended.
BACKGROUND: Dyslexia is a common condition. Estimates suggest it effects approximately 10% of the worldwide population, and 1.7% of UK medical students. This review aimed to explore the existing literature concerning the exam performance of medical students with dyslexia.
METHODS: A Review of Medline, ERIC, PsychInfo, The Cochrane Library, and Google Scholar was conducted in accordance with the PRISMA checklist. Papers were accepted if they concerned the exam performance of medical students with dyslexia.
RESULTS: Three papers were selected for review. These were all cross-sectional studies comparing exam results in students with dyslexia and without dyslexia - and the impacts of extra time in exams. A risk of bias assessment determined that all three were appropriate to include in this review. A meta-analysis was planned but could not be performed because the number of studies was low and heterogeneity between the studies too high. There was consensus that Multiple Choice Question exams were fair for students with dyslexia, when extra time was allowed. Essay type exams were found to be particularly challenging for students with dyslexia. Students with dyslexia were also found to be at a disadvantage in their first year.
CONCLUSIONS: Overall, the evidence suggests that medical students with dyslexia are slower to adapt to medical school and under-perform early in the course. However, with appropriate supports, they appear to perform on a par with their non-dyslexic peers as they progress through their course. Our review highlights the need for more research in the medical student population.
BACKGROUND: Dyslexia is a common condition. Estimates suggest it effects approximately 10% of the worldwide population, and 1.7% of UK medical students. This review aimed to explore the existing literature concerning the exam performance of medical students with dyslexia.
METHODS: A Review of Medline, ERIC, PsychInfo, The Cochrane Library, and Google Scholar was conducted in accordance with the PRISMA checklist. Papers were accepted if they concerned the exam performance of medical students with dyslexia.
RESULTS: Three papers were selected for review. These were all cross-sectional studies comparing exam results in students with dyslexia and without dyslexia - and the impacts of extra time in exams. A risk of bias assessment determined that all three were appropriate to include in this review. A meta-analysis was planned but could not be performed because the number of studies was low and heterogeneity between the studies too high. There was consensus that Multiple Choice Question exams were fair for students with dyslexia, when extra time was allowed. Essay type exams were found to be particularly challenging for students with dyslexia. Students with dyslexia were also found to be at a disadvantage in their first year.
CONCLUSIONS: Overall, the evidence suggests that medical students with dyslexia are slower to adapt to medical school and under-perform early in the course. However, with appropriate supports, they appear to perform on a par with their non-dyslexic peers as they progress through their course. Our review highlights the need for more research in the medical student population.
摘要：
本文已迁移。这篇文章被标记为推荐。
背景：阅读障碍是一种常见病。据估计，它影响了大约10%的全球人口，1.7%的英国医学生。这篇综述旨在探索有关阅读障碍医学生考试表现的现有文献。
方法：Medline的评论，ERIC,PsychInfo,科克伦图书馆,谷歌学者是按照PRISMA清单进行的。如果涉及患有阅读障碍的医学生的考试成绩，则可以接受论文。
结果：选择了三篇论文进行综述。这些都是横断面研究，比较了有阅读障碍和没有阅读障碍的学生的考试成绩，以及考试中额外时间的影响。偏倚风险评估确定这三者都适合纳入本综述。计划进行荟萃分析，但无法进行，因为研究数量少，研究之间的异质性太高。人们一致认为多项选择题考试对阅读障碍学生来说是公平的，当额外的时间被允许。对于阅读障碍的学生来说，论文类型考试特别具有挑战性。患有阅读障碍的学生在第一年也处于不利地位。
结论：总体而言，证据表明，患有阅读障碍的医学生适应医学院的速度较慢，并且在课程早期表现不佳。然而,在适当的支持下，随着他们在课程中的进步，他们的表现似乎与非诵读困难的同龄人相当。我们的评论强调了对医学生群体进行更多研究的必要性。
背景：阅读障碍是一种常见病。据估计，它影响了大约10%的全球人口，1.7%的英国医学生。这篇综述旨在探索有关阅读障碍医学生考试表现的现有文献。
方法：Medline的评论，ERIC,PsychInfo,科克伦图书馆,谷歌学者是按照PRISMA清单进行的。如果涉及患有阅读障碍的医学生的考试成绩，则可以接受论文。
结果：选择了三篇论文进行综述。这些都是横断面研究，比较了有阅读障碍和没有阅读障碍的学生的考试成绩，以及考试中额外时间的影响。偏倚风险评估确定这三者都适合纳入本综述。计划进行荟萃分析，但无法进行，因为研究数量少，研究之间的异质性太高。人们一致认为多项选择题考试对阅读障碍学生来说是公平的，当额外的时间被允许。对于阅读障碍的学生来说，论文类型考试特别具有挑战性。患有阅读障碍的学生在第一年也处于不利地位。
结论：总体而言，证据表明，患有阅读障碍的医学生适应医学院的速度较慢，并且在课程早期表现不佳。然而,在适当的支持下，随着他们在课程中的进步，他们的表现似乎与非诵读困难的同龄人相当。我们的评论强调了对医学生群体进行更多研究的必要性。
