NHS England & The Learning Support Centre

Having recently completed a Masters in Psychology, I am an experienced specialist teacher and Specific Learning Differences assessor across a range of educational settings with a specific interest in dyslexia and ADHD.

I am an experienced Specialist Assessor holding a Level 7 Qualification, who is accredited by the British Dyslexia Association and holds AMBDA status at pre-16, Higher Education and Further Education Level. I hold a current Assessment Practicing Certificate (APC) and assess for the specific learning difficulties (SpLDs) dyslexia, dyspraxia and Attention Deficit Hyperactivity Disorder (ADHD). I also have a deep understanding of autism, as I am employed as a specialist teacher for a Local Authority’s Autism Team. My vision is to create a culture of ‘Believe Achieve Succeed’. I want to inspire learners to believe in themselves, build on strengths, achieve goals, and succeed on their own terms. So, learners can view their specific learning difficulties not as a deficit, but as a difference that can give them a strong advantage, to empower and give them confidence, to strive for whatever they want to achieve in life.

Zee is a Study Coach and has worked in the Non-Medical Help sector for the last 14 years. Zee is passionate in supporting neurodiverse (SpLD & ASC) General Practitioners, Surgeons and Dentists to excel in their exams by introducing solution focused interventions to overcome the difficulties in progressing in their training.

Sarah is an ADHD and Executive Function coach as well as a Specialist Dyslexia teacher, giving her a unique perspective on coaching adults/young people with ADHD.  Having gained the Level 5 diploma in Teaching Learners with Dyslexia/Specific Learning Differences in 2018 and held specialist teacher roles in schools in South-West London, she subsequently completed my Executive Function coach training with Connections in Mind.  She has previously worked in the financial sector, having trained as a credit analyst with NatWest after leaving university.

I bring to the role of Study Coach more than 25 years’ experience as a tutor of adults. I offer formal postgraduate qualifications in teaching adults and in specialist knowledge of dyslexia; I have also completed extensive training in other neurodivergent conditions, including ADHD, autism and DCD (dyspraxia). My previous experience as a languages and EAL (English as an  Additional Language) tutor equips me to guide clients in oral exams, and to provide guidance on any queries arising from being multilingual.

Elaine has been a study skills support tutor and study coaching mentor since 2017. She supports HR students and trainees in different parts of the country and has worked with The Learning Support Centre since 2020. She gained an English degree from Cardiff and a PGCE from Roehampton, and, after teaching, diversified by qualifying as an Osteopath, ran a business, lectured, and was a clinical tutor.  She gained an SpLD Level 5 and, with this qualification, she returned to teaching and extended my tutoring experience to encompass Higher and Further Education specialist neurodivergence support. Her career background helps her in this support role, and she enjoys working alongside students in their educational journeys, across a range of subjects, and at all levels.

I am a study support coach for medical trainees and work both from home and online. My speciality is as a revision and study support coach with a particular expertise in helping individuals with dyslexia. I have worked in education for most of my career- both here and overseas – and for the last 9 years have been working with medical trainees and in businesses. I have also run interactive workshops on ‘Doctors with Dyslexia’ for trainers and trainees. I aim to develop a multi-sensory and active approach to study, focusing on individual’s needs and looking at the wellbeing of the trainees so that their heads are in the right space to learn. Interesting fact about me: I spent my twenties working in Africa and Asia volunteering and teaching English in international schools.

Zoe has over 20 years of experience in education and has dedicated her career to empowering learners.  She holds a master’s degree in Education and a specialist qualification in teaching learners with dyslexia and other specific learning differences. As a former county-wide dyslexia consultant, she has provided guidance and training to educators, helping to create inclusive learning environments.  Additionally, she is certified in NLP (Neuro-Linguistic Programming) coaching, specialising in teaching strategies for thinking, learning, and memory improvement.  Zoe’s passion lies in helping individuals unlock their potential and achieve their next academic goals through tailored coaching and innovative learning techniques.

I’m a study support coach for trainee doctors and dentists, having worked at the Learning Support Centre since 2020. My background is mainly in history lecturing and careers guidance research. I work with trainees on areas such as exam technique, reading and working memory strategies, revision planning and managing anxiety. Interesting fact about me: the book version of my thesis was published in October 2022.

Every client is an individual and there are no ‘typical’ cases. However, we hope that these case studies will give a flavour of the type of support we offer. Of course, coaching support cannot guarantee exam success, but we have helped many doctors in training to make excellent progress and achieve successful outcomes in theoretical and clinical exams, and in the workplace.

Our team are here to support you along the way by jointly identifying and developing effective strategies.

Dr R self-referred to the PSW for coaching for his ADHD, having failed his professional exam twice. He had undertaken an assessment for dyslexia, but was found not to be dyslexic. To support his challenges, but also work with his strengths, we initially looked at his assessments in detail to work out a holistic support plan.   

Dr R had a family including small children and, as he works full time as a paediatrician, this meant he had problems finding the time to revise. His strengths, as expected, were many. Besides high ability, he excelled in visual, spatial and perceptive skills. His reading was fluent if too fast and his comprehension excellent.  

He reiterated that one of his issues was lack of focus when sitting down to revise. We devised active strategies using whiteboards, colour and even materials to prevent boredom. He was encouraged to physically move when revising and work in small chunks of time using the Pomodoro technique for monitoring time. We timetabled his rotas so that he could spend time with his family and revise. He had given up sport as he felt he did not have the time, so we reintroduced this.

Nearer the exam, we devised a plan in detail. We organised the breaks to include stretching and breathing and some ideas to psychologically assist with a long day of exams. The fact that Dr R was sitting the exam at home made this somewhat easier. We also looked at strategies to slow down his reading as he tended to miss words in his rush to get to the options in his single best answer questions. 

Dr R received eight hours of support and said that this not only enabled him to pass the exam but also to know himself and his cognitive profile for the future. Sometimes doctors can be their own worst enemy in terms of doggedly revising; support from an objective source can not only improve revision but also be enjoyable!  

Carla, Learning Support Centre Study Coach

Dr S was a trainee doctor with dyslexia. Barriers to achieving success were discussed at the first session and were identified as workplace difficulties: struggling to prioritise tasks, difficulties with communication and working in a team context, remembering and processing written information and verbal instructions, and problems organising thoughts and voicing opinions in handovers and meetings. Competency and knowledge for the role were not in question but the difficulties surrounding the job were proving hard to overcome, confidence was low, and the negative feedback was demoralising.

Strategies were discussed and put in place to reduce the cognitive load during stressful situations and verbal communications.  These strategies, amongst others discussed over the five sessions, included efficient notetaking of colleagues’ requests, asking for information to be repeated, and organising thoughts in note form before meetings so contributions were based on substantiated information. For reducing overwhelm and assisting in task prioritisation, a three-tier triage system was used and this became a printable template that could be adjusted throughout the day and then reflected on in preparation for the next day. Dr S was encouraged to look at resources to understand the wider implications of dyslexia, emphasising dyslexia’s effect on processing speed and working memory, and making small adjustments that would be helpful, for example, allowing more time to answer a question.

Support continued and Dr S reported back that the strategies had made a difference, particularly in management and organisation of the day. Handovers were also more manageable and essential information was being communicated during meetings. Our sessions also included help for reflection-writing for the ARCP and paragraph structuring.

Dr S was successful in passing this stage and moved on to a new job.  Coaching support continued for the three remaining sessions to discuss progression and address any new difficulties.

Elaine, Learning Support Centre Study Coach

Dr K felt despondent after two unsuccessful attempts at the Primary MCQ (Anaesthetics) exam. He wanted to regain positivity — but the challenges were daunting. He struggled with reading, processing speed and recalling topic knowledge under pressure.

Our study coach began by gently exploring the possibility of neurodivergence, taking a history of Dr K’s education and training. This resulted in signposting Dr K to a screening, which identified dyslexia. Our coach then helped Dr K apply for reasonable adjustments in the exam. These included a ‘canvas’ that allowed him to highlight, enlarge and underline key question terms – adjustments that made all the difference!

We also supported Dr K with study planning and recall strategies. Effective interventions included minimising on-screen revision and allocating certain tasks (calculations, testing from cue cards) to times of the day when Dr K was least tired. Our coach helped Dr K formulate a revision plan that complemented his visual learning style, with selective use of mind maps, flow charts, flash cards and colour-coded notes.

Dr K was delighted to pass the exam. He requested extra coaching towards the FRCA Primary OSCE and SOE (viva). Dr K and his coach analysed training videos, formulating memorable answer ‘sequences’, depending on the operation and patient’s background. We also helped Dr K secure extra time, again leading to exam success.

Josh, Learning Support Centre Study Coach

Dr J was feeling very low after three unsuccessful attempts at the AKT and knowing that the fourth sitting was her last chance.  Dr J had been a top student at medical school, and she was demoralised not to have passed this exam.  

In our first coaching meeting, however, Dr J identified that she had never been taught revision strategies, or how to approach SBA (single best answer) exams. Dr J had relied on copying out the content of textbooks by hand. She had done well using this approach when a full-time student, but she knew she couldn’t cover the vast GP syllabus this way. In addition, Dr J had the pressures of working as a GP and supporting family members through a difficult patch. 

We assessed priorities and made a top-level revision plan, which we reviewed and adjusted in subsequent sessions. I offered Dr J different strategies and tools for revision, which she trialled and refined. There is no ‘one size fits all’ – instead, we collaborated to find the best way forward. In sessions closer to the exam date, we focused on exam technique and making a ‘game plan’.   

Dr J passed the AKT with a good score. She commented that the coaching support had helped not only with revision and exam techniques, but also in managing the pressure of the situation.

Sue, Learning Support Centre Study Coach

Dr N was referred through the PSW team and required support with the Simulated Consultation Assessment (SCA) due to experiencing increased performance anxiety during oral examinations. In addition, the structure of the exam changed from being face to face to now being taken online with simulated patients, which brought on additional anxiety. Furthermore, Dr N had concerns with writing entries on their GP e-portfolio. Previous feedback from their supervisor stated that entries lacked composition, accuracy, expression and structure. Dr N practised medicine abroad for a number of years before coming to the United Kingdom and stated that an area which required improvement was academic writing. Therefore, the study coaching sessions were utilised to identify and build on areas of strength, develop the skills and strategies to help cope with exam pressures, and enable clear expression of ideas within the e-portfolio.

Dr N attended the study coaching sessions on a regular basis and found a fundamental improvement in the above areas. This was further echoed by their supervisor who stated that the e-portfolio entries incorporated critical thinking and reflective techniques directly linked to the competencies. Furthermore, Dr N found that by incorporating healthier revision habits and maintaining consistency they were able to retain information, make better associations and engage in active recall, which resulted in successfully passing the SCA.  

Zee, Learning Support Centre Study Coach