Making accommodations for medical students’ long-term conditions in assessments: An action research guided approach

Abstract

Purpose

There is an increase in medical students with long term conditions applying for accommodations in assessment. Medical school responses to such applications appear inconsistent, possibly reflecting insufficient guidance for policy. We aimed to inform an approach by developing guidance.

Methods

Within a New Zealand and Australian context, we used a four-stage action research methodology: discussion with medical educators and survey of all 21 medical schools, including responding to 22 hypothetical scenarios; developing an approach; applying the approach to the hypothetical scenarios; and seeking feedback from stakeholders on the proposed approach.

Results

Current practice varied among the 13 responding medical schools. Medical schools were consistent in their responses for 10 hypothetical scenarios but inconsistent in 12. An approach based on a matrix of authenticity to practice, including regulatory and employment factors, and feasibility to educational institutions was developed. This was applied to the hypothetical scenarios and highlighted how consistency could be better achieved, and where further discussion between regulators and employers might be needed.

Conclusion

This approach and the matrix based on authenticity and feasibility provides guidance to consider assessment accommodation applications. It highlights the need for discussions among regulators, employers, educational institutions and the disability sector.

Keywords:

• General
• student support
• undergraduate

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Acknowledgements

We are grateful to the participants in our workshop, the respondent to our survey and to the various groups within Medical Deans of Australia and New Zealand for support in dissemination of survey and assistance in its interpretation. We acknowledge the expertise of Sara Williams, Principal Advisor, Learner Success Ōritetanga, New Zealand, and of Dinesh Palipana, doctor, lawyer and disability advocate, Australia.

Ethical approval

Approval granted from University of Otago Human Ethics Committee reference number 18/158.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Glossary

We will use the term accommodation to include any intervention given to a student undertaking an assessment where the intervention is aimed to compensate for some enduring condition or situation where the student is not able to display their actual ability in that assessment.

Additional information

Notes on contributors

Mike Tweed

Dr Mike Tweed, MBChB, MMedSci, FRACP, FRCP, is a Senior Lecturer within the Department of Medicine, University of Otago, Wellington. His research interests include developing policy and practice for assessment of medical students.

Tim Wilkinson

Professor Tim Wilkinson, MBChB, MD(Otago), PhD(Otago), MClinEd(UNSW), FRACP FRCP(London), FANZAHPE, FAMEE, is Professor within the Department of Medicine, University of Otago, Christchurch. His research interests include many aspects of medical education.