Trainees can access assessment for dyslexia, dyspraxia, processing and attentional differences through the Learning Differences team at the PSWS when there is a failed exam or an outcome 2 or 3, when it is felt that some form of neurodiversity may be a factor. In addition, if an Educator believes that one of these elements is impacting the trainee’s progress, they can refer and request further exploration of this, even when there is not a failed exam or developmental outcome, as along as there is a sense that it is impacting on progress.
PSWS can occasionally offer to fund clinical assessment of neurodiverse issues that cannot be diagnosed within our team. However, this is only for those situations where a trainee is at imminent risk of an outcome 4 (i.e., at the next ARCP panel) and there is a possibility that a neurodiversity factor has been impacting on the trainee’s progress. Where this is the case, PSWS can request funding be released to ensure that the trainee receives an assessment in a timely manner.
If an Educator suspects that it may be worth exploring a clinical diagnosis of neurodiversity, this must first be discussed with the trainee. During this discussion, the trainee should be clear about the reasons that this is being suggested and understand that they are not required to undertake an assessment. The trainee must be involved in the process and cannot be mandated to undertake a clinical assessment potentially resulting in diagnosis. Neurodiversity is still sometimes a difficult topic and can be subject to stigmatisation and differing cultural health beliefs and, as such, should be approached with sensitivity. PSWS will check separately with the trainee that they consent for the referral for assessment be made before moving forwards.