School of Medicine, Leeds Institute of Medical Education, University of Leeds, UK.
Med Teach. 2012;34(2):146-50. doi: 10.3109/0142159X.2012.643262.
Significant improvements in the delivery of criterion-based assessment techniques have improved confidence in standard setting and assessment quality. However, for underperforming students, a lack of evidence about longitudinal performance of this group poses dilemmas to educators when making decisions about the timing and nature of remediation.
To investigate the longitudinal performance of the UK undergraduate medical degree students, with a particular focus on comparing the poorly performing students (i.e. those with borderline or failing grades) with the main cohort of students.
Over a 5-year period, 3200-student objective structured clinical examination (OSCE) assessments from a single medical school were investigated. A poorly performing subgroup of 125 students was identified and their longitudinal performance in the final 3 years of the undergraduate medical degree analysed.
The relative performance of this student group declines across serial OSCEs, despite current methods of 'remediation and retest'.
This analysis demonstrates that typically students in the poorly performing subgroup achieve only short-term success with traditional remediation and retest models, and critically show an absence of longitudinal improvement. There is a clear need for institutions to develop profiling models that can help identify this student group and develop effective, research led models of remediation.
基于标准的评估技术的提供有了显著的改进，这提高了标准制定和评估质量的信心。然而，对于表现不佳的学生，由于缺乏关于这一组学生纵向表现的证据，教育工作者在决定补救的时间和性质时会感到左右为难。
调查英国本科医学专业学生的纵向表现，特别关注比较表现不佳的学生（即成绩边缘或不及格的学生）与主要学生群体的差异。
在 5 年的时间里，对来自单一医学院的 3200 名学生的客观结构化临床考试（OSCE）评估进行了调查。确定了一个表现不佳的 125 名学生的亚组，并分析了他们在本科医学学位的最后 3 年中的纵向表现。
尽管采用了目前的“补救和重考”方法，但该学生群体的相对表现仍在一系列 OSCE 中下降。
这项分析表明，通常情况下，表现不佳的学生群体中的学生仅在传统的补救和重考模式中取得短期成功，并且关键是表现出缺乏纵向提高。各机构显然需要开发能够帮助识别该学生群体的分析模型，并制定有效的、以研究为导向的补救模型。
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