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Medical Teacher Volume 34, 2012 - Issue 2
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Research Article

Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments

G. PellUniversity of Leeds, UK; GODFREY PELL B. Eng., M.Sc., C.Stat., C.Sci., is a Senior Statistician who has a strong background in management. Current research includes standard setting and quality for practical assessment in higher education, especially OSCEs.Correspondence[email protected]
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R. FullerUniversity of Leeds, UK; RICHARD FULLER M.A., MBChB., FRCP, is a Consultant Geriatrician, and Director of the MBChB at Leeds. His research interests include clinical assessment, in particular monitoring and improving the quality of the OSCE.
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M. HomerUniversity of Leeds, UK; MATTHEW HOMER B.Sc., Ph.D., M.Sc., G.Stat., is a Research Fellow at the University of Leeds, working in the both the Schools of Medicine and Education. He works on a range of research projects and provides general statistical support to colleagues. His research interests include the statistical side of assessment, particularly related to OSCEs.
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Trudie RobertsUniversity of Leeds, UK; TRUDIE ROBERTS MBChB., Ph.D., FRCP, is the Director of both the Leeds Institute of Medical Education and the Medical Education Unit in the School of Medicine at the University of Leeds. Her main interests and expertise are in the areas of assessment of competence, professionalism, inter-professional education and widening access and participation.
Pages 146-150 | Published online: 30 Jan 2012

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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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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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I. Scott, A. Gingerich & K. W. Eva. (2019) Twelve tips for clinicians dealing with uncertainty when assessing learners. Medical Teacher 41:8, pages 888-894.
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Matt Homer, Richard Fuller & Godfrey Pell. (2018) The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher 40:3, pages 275-284.
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Richard Fuller, Matt Homer, Godfrey Pell & Jennifer Hallam. (2017) Managing extremes of assessor judgment within the OSCE. Medical Teacher 39:1, pages 58-66.
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Richard B. Hays, Gary Hamlin & Linda Crane. (2015) Twelve tips for increasing the defensibility of assessment decisions. Medical Teacher 37:5, pages 433-436.
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Kalman A. Winston, Cees P. M. van der Vleuten & Albert J. J. A. Scherpbier. (2014) Prediction and prevention of failure: An early intervention to assist at-risk medical students. Medical Teacher 36:1, pages 25-31.
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Karen M. Stegers-Jager, Janke Cohen-Schotanus & Axel P.N. Themmen. (2013) The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial. Medical Teacher 35:2, pages 120-126.
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Richard B. Hays. (2012) Remediation and re-assessment in undergraduate medical school examinations. Medical Teacher 34:2, pages 91-92.
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Articles from other publishers (21)

Robert Jay, Pamela Hagan, Christopher Madan & Rakesh Patel. (2023) A phenomenological exploration of the feedback experience of medical students after summative exam failure. BMC Medical Education 23:1.
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Jessica A. Immonen, Stephanie J. Richardson, Ashley M. Sproul Bassett, Hina Garg, Jeffery D. Lau & Linh M. Nguyen. (2023) Remediation practices for health profession students and clinicians: An integrative review. Nurse Education Today 127, pages 105841.
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John C McLachlan, Marina Sawdon, Gabrielle Finn & Karen Fleming. (2023) Conscientious, competent and caring: producing the junior doctor of the future. British Journal of Hospital Medicine 84:6, pages 1-9.
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Aline Hajj, Rony M. Zeenny, Hala Sacre, Marwan Akel, Chadia Haddad & Pascale Salameh. (2023) Pharmacy education and workforce: strategic recommendations based on expert consensus in Lebanon. Journal of Pharmaceutical Policy and Practice 16:1.
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Oana R. Groene, Corinna Bergelt & Maren Ehrhardt. (2022) How good are medical students at communicating risk? An implementation study at three German medical schools. Patient Education and Counseling 105:1, pages 128-135.
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Lynnea M. Mills, Christy Boscardin, Elizabeth A. Joyce, Olle 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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Kiersi S. Harmon, Alessa D. Gonzales & Norman E. FennIIIIII. (2021) Remediation and reassessment methods in pharmacy education: A systematic review. Currents in Pharmacy Teaching and Learning 13:1, pages 81-90.
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Calvin L. Chou, Adina Kalet, Manuel Joao Costa, Jennifer Cleland & Kalman Winston. (2019) Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education 8:6, pages 322-338.
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Julie A. Williamson, Jennifer T. Johnson, Stacy Anderson, Dawn Spangler, Michael Stonerook & John J. Dascanio. (2019) A Randomized Trial Comparing Freely Moving and Zonal Instruction of Veterinary Surgical Skills Using Ovariohysterectomy Models. Journal of Veterinary Medical Education 46:2, pages 195-204.
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Katharine A. M. Boursicot, Trudie E. Roberts & William P. Burdick. 2018. Understanding Medical Education. Understanding Medical Education 335 345 .
Boaz Shulruf, Barbara-Ann Adelstein, Arvin Damodaran, Peter Harris, Sean Kennedy, Anthony O’Sullivan & Silas Taylor. (2018) Borderline grades in high stakes clinical examinations: resolving examiner uncertainty. BMC Medical Education 18:1.
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Chris Holland. (2015) Critical review: medical students’ motivation after failure. Advances in Health Sciences Education 21:3, pages 695-710.
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Cory Pitre. (2016) Diagnostic Reasoning Assessment Toolkit: Guided Reflection and Standardized Cases for At-Risk Final-Year Medical Students. MedEdPORTAL.
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R.S. Patel, C. Tarrant, S. Bonas & R.L. Shaw. (2015) Medical students’ personal experience of high-stakes failure: case studies using interpretative phenomenological analysis. BMC Medical Education 15:1.
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Michael Chan, Nigel Bax, Caroline Woodley, Michael Jennings, Rod Nicolson & Philip Chan. (2015) The first OSCE; does students’ experience of performing in public affect their results?. BMC Medical Education 15:1.
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Kalman Winston. (2015) Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study. Medical Science Educator 25:3, pages 307-315.
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Michael Hortsch & Rajesh S. Mangrulkar. (2015) When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum. Anatomical Sciences Education 8:5, pages 478-483.
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Lara Hazelton, Cheryl Murphy & Kathryn Lightfoot. (2014) Remediation Practices in Canadian Psychiatry Clerkships. Academic Psychiatry 38:3, pages 350-353.
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Katharine AM Boursicot, Trudie E Roberts & William P Burdick. 2013. Understanding Medical Education. Understanding Medical Education 293 304 .
Godfrey Pell, Richard Fuller, Matthew Homer & Trudie Roberts. (2013) Advancing the objective structured clinical examination: sequential testing in theory and practice. Medical Education 47:6, pages 569-577.
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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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