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Do medical students with a disability experience adverse educational outcomes on UK medical courses?
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Revell, Kirsten and Nolan, Helen Anne (2022) Do medical students with a disability experience adverse educational outcomes on UK medical courses? Medical Teacher . doi:10.1080/0142159x.2022.2136518 ISSN 1466-187X. (In Press)
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WRAP-Do-medical-students-disability-experience-educational-UK-medical-courses-22.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only until 29 October 2023. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (463Kb) |
Official URL: https://doi.org/10.1080/0142159x.2022.2136518
Abstract
Background
International data demonstrate that medical students with disabilities experience differential awarding. One cross-sectional study finds lower graduation rates and scores in written exams, with no impact on clinical exams. Disabled students graduated with lower decile scores. This quantitative, retrospective, longitudinal study explored the impact of disability on exam performance, course performance and course discontinuation.
Method
Anonymised data were obtained for 1743 students on a UK graduate medical programme from 2011 to present. Statistical tests, including t-tests and one-way ANOVA were conducted for main effects of demographic variables on exam results and categorical outcomes. Regression models established the effects of variables and sub-categories of variables on results and categorical outcomes.
Results
Significant main effects of disability on exam scores were identified, as well as failure probability. Regressions showed significant differences in outcomes between different types of disability, with mental health conditions predicting course discontinuation. A significant amplifying effect was found for BAME students with disability.
Conclusion
Disability had a significant negative impact on all course outcomes, illustrating inequity in medical training and an area of focus for curriculum development. Intersectional data identified a key disadvantaged subgroup of medical students
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
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| Divisions: | Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School | ||||||
| SWORD Depositor: | Library Publications Router | ||||||
| Library of Congress Subject Headings (LCSH): | College students with disabilities -- Great Britain, Medical students -- Great Britain, Medicine -- Study and teaching (Higher) -- Great Britain, Educational tests and measurements -- Great Britain | ||||||
| Journal or Publication Title: | Medical Teacher | ||||||
| Publisher: | Informa UK Limited | ||||||
| ISSN: | 1466-187X | ||||||
| Official Date: | 29 October 2022 | ||||||
| Dates: |
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| DOI: | 10.1080/0142159x.2022.2136518 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | In Press | ||||||
| Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 29/10/2022, available online: http://www.tandfonline.com/10.1080/0142159x.2022.2136518 | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 4 January 2023 |
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