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Abstract
Background: Intervention may help weaker medical students improve their performance. However, the effectiveness of remedial intervention is inconclusive due to small sample sizes in previous studies. We asked: is remedial intervention linked to a formative assessment effective in terms of improving student performance in subsequent degree examinations?
Methods: This was a retrospective, observational study of anonymous databases of student assessment outcomes. Data were analysed for students due to graduate in the years 2005–2009 (n = 909). Exam performance was compared for students who received remediation versus those who did not. The main outcome measure was summative degree examination marks.
Results: After adjusting for cohort, gender, overseas versus home funding, previous degree and previous performance in the corresponding baseline third year summative exam, students receiving a remedial intervention (after poor performance on a formative objective structured clinical examination and written exams mid-fourth year) were significantly more likely to obtain an improved mark on end-of-fourth year summative written (p = 0.005) and OSCE (p = 0.001) exams compared to those students who did not receive remediation.
Conclusion: A remedial intervention linked to poor assessment performance predicted improved performance in later examination. There is a need for prospective studies in order to identify the effective components of remedial interventions.
Notes on contributors
Additional information
Notes on contributors
Jennifer Cleland
J. A. CLELAND PhD, D Clin Psychol, is a lead for Medical Education Research. Main research interests are assessment and student support.
R. K. Mackenzie
R. K. MACKENZIE, MBChB is a clinical teaching fellow. Main research interests are assessment and student support.
S. Ross
S. ROSS, MBChB is a deputy coordinator, Year 4 MBChB. Main research interests are assessment and student support.
H. K. Sinclair
H. K. SINCLAIR, PhD main teaching and research interests focus on community-based, undergraduate medical education.
A. J. Lee
A. J. LEE, PhD, is a professor of Medical Statistics.