Medical students with SpLDs report persistent academic, emotional, and social challenges including reading and writing difficulties, time pressure, anxiety, and isolation¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Qualitative studies consistently report difficulties across knowledge acquisition, lectures, assessments, emotional well-being, social relationships, and systemic barriers. → Pavletič Bernarda 2026
Evidence¶
Pavletič Bernarda 2026¶
Pavletič Bernarda, Babuder Milena Košak, Homar Vesna. (2026). Medical students with specific learning disabilities: mixed-methods systematic review of the prevalence, academic performance, challenges, and perceived impact of support interventions. BMC Medical Education. https://doi.org/10.1186/s12909-026-09574-0
q3 · i? · quant-synthesis · r1
Meta-aggregation of seven qualitative studies (mostly UK dyslexia-focused, sample sizes 1–8); challenges were "often intensified by stigma and limited institutional understanding". Certainty rated moderate using GRADE-CERQual.
"Students described challenges such as reading and writing difficulties, time pressure, and coping with large volumes of information, alongside anxiety, frustration, and feelings of isolation."
Discussion¶
Related Claims¶
- Late identification of SpLDs is associated with poorer academic outcomes, increased stress, and higher burnout risk among medical students — related
- Medical students with SpLDs report perceived strengths including communication skills, creative problem-solving, and empathy — related
- Prevalence of SpLDs among medical students averages 5.5%, ranging from 2% to 11.5% across studies — related
- With accommodations such as additional examination time, medical students with SpLDs show no statistically significant difference in MCQ performance (d = 0.045) — related
- Parity in MCQ assessments does not extend to other formats: lower performance reported in EMQ, SAQ, OSCE, and delayed progression — related
- Examiner variability (66.7% of studies) and student anxiety (41.2%) are the most frequently reported challenges of oral examinations — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.