Sayer Melissa, Chaput De Saintonge Mark, Evans Dason, Wood Diana
Academic Unit of Dental and Medical Education, St Bartholomew's and the Royal London School of Medicine and Dentistry, London, UK.
Med Educ. 2002 Jul;36(7):643-50. doi: 10.1046/j.1365-2923.2002.01259.x.
The human and financial costs of academic failure amongst medical students are extremely high. Often, remedial support is infrequently available or is available only for students failing their final examinations. We describe the design, implementation and preliminary evaluation of a remedial programme (RP) for students who experience academic difficulties.
A total of 24 students were identified from Years 4 and 5 of the undergraduate medical course at our medical school. Students invited to participate were identified following failure in summative and/or continuous assessment processes. Students underwent an individual educational diagnosis by means of free discussion and a semi-structured interview. Each negotiated a problem list, action plan and learning contract with course tutors. Of the 24 students, 16 received academic support and tutorials. Tutorial content was determined by individual students and took place over a 6-12-month period, initially individually and subsequently in pairs. Regular feedback and appraisal occurred. Information was delivered to the medical school academic progress review system. Student satisfaction was investigated and subsequent examination scores reviewed.
The causes of academic failure were widespread and ranged from deficient study skills to financial, domestic and emotional problems. In contrast, the subjects in which students had difficulty were remarkably similar, in that they all related to core clinical skills and frequently involved communication skills. Students enjoyed the programme, reported improved motivation both for study and for their chosen career and demonstrated a greatly improved pass rate in subsequent examinations.
The causes of academic failure in undergraduate medical students are diverse and are often not academic in origin. Students can benefit from an individually tailored remedial programme and go on to success in subsequent parts of the curriculum. Provision of individually tailored remedial teaching is labour-intensive and requires full faculty support.
医学生学业失败所带来的人力和经济成本极高。通常，补救支持很少能获得，或者仅提供给期末考试不及格的学生。我们描述了一项针对有学业困难学生的补救计划（RP）的设计、实施和初步评估。
从我校医学院本科医学课程的四年级和五年级中总共确定了24名学生。被邀请参加的学生是在总结性和/或持续性评估过程中不及格后被确定的。学生们通过自由讨论和半结构化访谈接受了个人教育诊断。每个人都与课程导师协商了问题清单、行动计划和学习合同。在这24名学生中，16名接受了学业支持和辅导。辅导内容由学生个人确定，为期6至12个月，最初是单独辅导，随后是两人一组辅导。定期进行反馈和评估。信息被录入医学院学术进展审查系统。调查了学生满意度，并审查了随后的考试成绩。
学业失败的原因多种多样，从学习技能不足到经济、家庭和情感问题。相比之下，学生们遇到困难的科目非常相似，都与核心临床技能有关，并且经常涉及沟通技能。学生们喜欢这个计划，报告说学习和所选职业的动力都有所提高，并且在随后的考试中及格率有了很大提高。
本科医学生学业失败的原因多种多样，而且往往并非源于学业方面。学生可以从量身定制的补救计划中受益，并在课程的后续部分取得成功。提供量身定制的补救教学需要耗费大量人力，并且需要全体教师的支持。
