PT  - JOURNAL ARTICLE
AU  - Locke, Rachel
AU  - Kibble, Sharon
AU  - Alexander, Gail
AU  - Scallan, Samantha
AU  - Mann, Richard
TI  - Doctors with dyslexia: researching experiences and support strategies
AID  - 10.3399/bjgp18X697169
DP  - 2018 Jun 01
TA  - British Journal of General Practice
PG  - bjgp18X697169
VI  - 68
IP  - suppl 1
4099  - http://bjgp.org/content/68/suppl_1/bjgp18X697169.short
4100  - http://bjgp.org/content/68/suppl_1/bjgp18X697169.full
SO  - Br J Gen Pract2018 Jun 01; 68
AB  - Background An increase in the number of medical students disclosing dyslexia as a specific learning difficulty on entering medical school is leading to an increasing number of doctors disclosing dyslexia in the workplace. The degree to which dyslexia has an impact on workplace performance depends on the individual doctor’s level of self-awareness and skill in developing supportive strategies or ‘workarounds’. There is little research on experiences and such strategies in the context of medical education and engaging in research poses challenges.Aim Research was conducted to identify effective workarounds and how they help to minimise the effects of dyslexia for doctors.Method Data was collected in stages: a systematic review, FOI requests and primary data collection. Fourteen doctors took part in the primary data collection through interviews and surveys. Five key informants with knowledge about the support available participated in semi-structured interviews.Results Although most participants had experienced difficulties they had found individualised ways of coping to overcome the challenge presented by dyslexia. The main ones were to assist with revision and exams, writing and spelling, reading, memory, time management and organisation.Conclusion The ability to develop such personal strategies can be seen as a positive attribute of dyslexia: ‘The dyslexic learns to adapt and cope and create systems for themselves to get by’ (interviewee).