Identifying and remediating specific deficiencies of entering medical students

For many reasons some entering medical students have specific deficiencies in substantive areas. This study describes a methodology used successfully in the areas of anatomy terminology, behavioral science concepts, and applied mathematics both to identify students with these deficiencies and to provide the required remediation. The methodology involves empirical identification of what students need to know, the use of specially constructed criterion-referenced tests, and "stand-alone" instructional materials. Benefits of the methodology include assurance that all students have certain minimal skills and competencies, specification for faculty of the students' skills and knowledge, and a reported increase in student confidence in the areas covered.