Foundation Doctors and Dyslexia: a Qualitative Study of Their Experiences and Coping Strategies

Newlands, F., Shrewsbury, Duncan and Robson, J. (2015) Foundation Doctors and Dyslexia: a Qualitative Study of Their Experiences and Coping Strategies. Postgraduate Medical Journal, 91 (1073). pp. 121-126. ISSN Print 0032-5473 Online 1469-0756

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Abstract

Background Dyslexia is the most common form of
specific learning difficulty affecting approximately 6% of
the general UK population and believed to affect
approximately 2% of UK medical students. The impact
of dyslexia on early practice has not been studied.
Objectives To develop an understanding of the
challenges faced by doctors with dyslexia in the first year
of practice and their support requirements.
Methods Semistructured telephone interviews were
conducted with seven foundation year 1 doctors with
dyslexia from Scottish hospitals between March 2013
and August 2013.
Results Foundation doctors indicated that due to their
dyslexia, they experience difficulty with all forms of
communication, time management and anxiety. There
were concerns about disclosure of their dyslexia to
colleagues and supervisors. Coping strategies used
frequently were safety-netting and planning; technology
solutions did offer some assistance.
Conclusions Although technological interventions have
the potential to offer benefits to foundation doctors with
dyslexia, increased openness about a diagnosis of
dyslexia with discussion between doctor and supervisors
about the challenges and anxieties is likely to provide
the most benefit

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