Clinician issues: Difference between revisions
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Return to main navigation:* [[Main Page|Main page]] | |||
This page brings together common issues affecting clinicians with disabilities (particularly ADHD and dyslexia) in training and practice. | |||
Many of these difficulties arise not from lack of ability, but from standard clinical structures (e.g. admin workload, time pressure, exams, and assessment systems) which place disabled clinicians at a disadvantage. | |||
Under the Equality Act 2010, employers and training bodies have a duty to make reasonable adjustments where this occurs. | |||
The sections below outline key areas where these issues commonly arise. | |||
== '''This is a developing page on condition specific issues relating mostly to adjustments for disability''' == | == '''This is a developing page on condition specific issues relating mostly to adjustments for disability''' == | ||
=== [[Clinical enabling support]] === | === [[Clinical enabling support]] === | ||
[[360 feedback|360° Feedback, Disability, and Revalidation – Position Paper]] | |||
Why feedback systems can disadvantage neurodivergent clinicians and how this should be interpreted. | |||
[[Adjustments and proportionality|Adjustments and proportiality]] | |||
[[Long format exams]] | |||
How exam structure and cognitive load affect clinicians with ADHD/dyslexia and what adjustments are appropriate. | |||
''Disclaimer: This page is for general information only and does not constitute legal advice.'' For individual guidance, contact ACAS or the Equality Advisory and Support Service (EASS). See the full [[Legal and Support Disclaimer]] for details. | |||
Latest revision as of 09:03, 27 March 2026
Return to main navigation:* Main page
This page brings together common issues affecting clinicians with disabilities (particularly ADHD and dyslexia) in training and practice.
Many of these difficulties arise not from lack of ability, but from standard clinical structures (e.g. admin workload, time pressure, exams, and assessment systems) which place disabled clinicians at a disadvantage.
Under the Equality Act 2010, employers and training bodies have a duty to make reasonable adjustments where this occurs.
The sections below outline key areas where these issues commonly arise.
This is a developing page on condition specific issues relating mostly to adjustments for disability
Clinical enabling support
360° Feedback, Disability, and Revalidation – Position Paper
Why feedback systems can disadvantage neurodivergent clinicians and how this should be interpreted.
How exam structure and cognitive load affect clinicians with ADHD/dyslexia and what adjustments are appropriate.
Disclaimer: This page is for general information only and does not constitute legal advice. For individual guidance, contact ACAS or the Equality Advisory and Support Service (EASS). See the full Legal and Support Disclaimer for details.
