Development and pilot-evaluation of a dyslexia toolkit for GP training: mixed-methods study

Background Dyslexia is a specific learning difference affecting the development of reading and spelling. Within GP training, it is associated with differential attainment and adverse experiences. Raised awareness and reasonable adjustments can mitigate these challenges. Aim To develop and evaluate a toolkit to improve experiences for dyslexic GP residents and their educators. Design & setting This study comprised a Delphi process for toolkit development, followed by pilot evaluation to explore its feasibility and impact. Method The toolkit was developed from findings of our prior systematic review and qualitative study, then refined through a two-round Delphi process involving dyslexic GPs, educators, academic experts and accessibility specialists. Dyslexic GP residents and educators subsequently implemented the toolkit, with pre- and post-toolkit surveys assessing self-rated knowledge and confidence, alongside measures of acceptability, appropriateness and feasibility. Semi-structured interviews explored toolkit perceptions. Results Thirty-one experts participated in Delphi round 1 and 24 in round 2, with consensus achieved for 50 survey items. The pilot phase included 24 participants, with 22 completing follow-up. Self-reported knowledge and confidence improved among paired GP residents ( n =10) and educators ( n =12). Acceptability, appropriateness and feasibility measures were high (pooled n =22). The toolkit was perceived as practical, accessible and relevant, particularly for referral pathways, workplace and assessment strategies, strengths-based approaches and case studies. Conclusion This study has developed and evaluated a dyslexia toolkit, with promising preliminary results related to feasibility, knowledge and confidence. Embedding it within GP training may support inclusive environments. Wider implementation and larger-scale evaluation are warranted.