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Research Article

A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examinations

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Pages e185-e190 | Published online: 30 Mar 2010

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Read on this site (9)

Avril Dewar, David Hope, Alan Jaap & Helen Cameron. (2021) Predicting failure before it happens: A 5-year, 1042 participant prospective study. Medical Teacher 43:9, pages 1039-1043.
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Jennifer A. Cleland, Susan Jamieson, Rashmi A. Kusurkar, Subha Ramani, Tim J. Wilkinson & Susan van Schalkwyk. (2021) Redefining scholarship for health professions education: AMEE Guide No. 142. Medical Teacher 43:7, pages 824-838.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Ian Anderson, Robert Corns & Simon Thomson. (2018) Evaluation of a national neurosurgical formative examination: the UK experience. British Journal of Neurosurgery 32:3, pages 269-272.
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Aileen Barrett, Rose Galvin, Yvonne Steinert, Albert Scherpbier, Ann O’Shaughnessy, Mary Horgan & Tanya Horsley. (2016) A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43 . Medical Teacher 38:12, pages 1188-1198.
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Claire L. Vogan, Judy McKimm, Ana L. Da Silva & Andrew Grant. (2014) Twelve tips for providing effective student support in undergraduate medical education. Medical Teacher 36:6, pages 480-485.
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Kalman A. Winston, Cees P.M. Van Der Vleuten & Albert J.J.A. Scherpbier. (2012) The role of the teacher in remediating at-risk medical students. Medical Teacher 34:11, pages e732-e742.
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Articles from other publishers (17)

Eman M. Gaber Hassan. (2023) Addressing academic challenges: A quasi-experimental study on the effect of remedial exam strategy for nursing students with low academic performance. Belitung Nursing Journal 9:4, pages 369-376.
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Lewis A. Baker & Dona Wilani Dynatra Subasinghe. (2023) Student Use and Perceptions of Embedded Formative Assessments in a Basic Science Veterinary Program. Journal of Veterinary Medical Education.
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Cassandra Barber, Raquel Burgess, Margo Mountjoy, Rob Whyte, Meredith Vanstone & Lawrence Grierson. (2022) Associations between admissions factors and the need for remediation. Advances in Health Sciences Education 27:2, pages 475-489.
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Lynnea M. Mills, Christy Boscardin, Elizabeth A. Joyce, Olle ten Cate & Patricia S. O'Sullivan. (2021) Emotion in remediation: A scoping review of the medical education literature. Medical Education 55:12, pages 1350-1362.
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Ashika. M. S.Vishal MarwahaCol. (Dr)Col. (Dr), Sumithra. N. UnniSajitha. Krishnan. P. PMrudula. E. VSumitha PrabhuReshmi. G. S.. (2020) A STUDY DONE IN PHASE 1 MBBS STUDENTS TO EVALUATE THE EFFECTIVENESS OF REMEDIAL INTERVENTION IN UNDERPERFORMING STUDENTS OF BIOCHEMISTRY.. PARIPEX INDIAN JOURNAL OF RESEARCH, pages 1-3.
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D. S. G. Scrimgeour, J. Cleland, A. J. Lee & P. A. Brennan. (2019) Prediction of success at UK Specialty Board Examinations using the mandatory postgraduate UK surgical examination. BJS Open 3:6, pages 865-871.
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Sang Hui Moon, Sun Jung Myung, Hyun Bae Yoon, Jun-Bean Park, Ju Whi Kim & Wan Beom Park. (2019) Deliberate Practice as an Effective Remediation Strategy for Underperforming Medical Students Focused on Clinical Skills: a Prospective Longitudinal Study. Journal of Korean Medical Science 34:11.
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. 2018. Comment (mieux) superviser les étudiants en sciences de la santé dans leurs stages et dans leurs activités de recherche ?. Comment (mieux) superviser les étudiants en sciences de la santé dans leurs stages et dans leurs activités de recherche ? 353 371 .
Nicole Custer. (2018) Remediation in Nursing Education: A Concept Analysis. Teaching and Learning in Nursing 13:3, pages 147-152.
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Youngsuk Cho, Sangmo Je, Yoo Sang Yoon, Hye Rin Roh, Chulho Chang, Hyunggoo Kang & Taeho Lim. (2016) The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial. BMC Medical Education 16:1.
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Yong Jig Lee & Son Hwan Choi. (2016) Evaluation of the Effects of Feedback and Remediation after Formative Assessment in the Introduction to Clinical Medicine. Korean Medical Education Review 18:1, pages 38-43.
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Nilesh Kumar Mitra & Ankur Barua. (2015) Effect of online formative assessment on summative performance in integrated musculoskeletal system module. BMC Medical Education 15:1.
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James A. Green. (2014) The effect of English proficiency and ethnicity on academic performance and progress. Advances in Health Sciences Education 20:1, pages 219-228.
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Sharon L.K. McDonough, Erika L. Kleppinger, Amy R. Donaldson & Kristen L. Helms. (2015) Going “high stakes” with a pharmacy OSCE: Lessons learned in the transition. Currents in Pharmacy Teaching and Learning 7:1, pages 4-11.
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Sun Jung Myung, Jae-June Yim, Sang Min Park & Jwa Seop Shin. (2013) Clinical-Performance Remediation Program for Dyscompetent Medical Students. Korean Journal of Medical Education 25:2, pages 123-129.
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Jennifer Cleland, Heather Leggett, John Sandars, Manuel J Costa, Rakesh Patel & Mandy Moffat. (2013) The remediation challenge: theoretical and methodological insights from a systematic review. Medical Education 47:3, pages 242-251.
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Paul Garrud & Janet Yates. (2012) Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study. BMC Medical Education 12:1.
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