Examining the approach to medical remediation programmes-an observational study
Sean Maher1, Stephanie Ryan2, Conor O'Brien2
1University of Medical and Health Sciences, Royal College of Surgeons, Dublin, Ireland. maherseanmartin@gmail.com.
Irish Journal of Medical Science
|March 13, 2024
Summary
Remediation programs help underperforming medical students, but overall academic performance is key for identifying those needing support. Focusing solely on high-stakes exams like the long case assessment (LCA) is insufficient for effective student remediation.
Area of Science:
- Medical Education
- Student Assessment
- Academic Performance
Background:
- Remediation is crucial for underperforming medical students.
- A standardized approach to remediation is lacking.
- This study addresses the effectiveness of a specific remediation program.
Purpose of the Study:
- To evaluate a remediation program for final year medical students who failed their first long case assessment (LCA1).
- To compare the academic performance of students in the remediation group with those who passed LCA1.
- To identify optimal strategies for supporting struggling medical students.
Main Methods:
- Two-phase study analyzing demographics and academic data.
- Phase 1: Remediation group (9% of class).
- Phase 2: Non-remediation group (91% of class).
- Statistical comparison using Wilcoxon rank sum test and Pearson correlation.
Main Results:
- 88% of remediation students passed the second long case assessment (LCA2).
- Non-remediation students scored significantly higher in LCA2 (59.71% vs 52.07%, p < 0.001).
- Students in the non-remediation group consistently outperformed remediation peers in all assessments.
Conclusions:
- Overall academic performance is a better indicator of student struggles than single high-stakes exams.
- Most students in the remediation program passed LCA2, but overall success varied.
- The study highlights the need for comprehensive assessment strategies in medical education.
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