Pell, G, Fuller, R, Homer, M orcid.org/0000-0002-1161-5938 et al. (1 more author) (2012) Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher, 34 (2). pp. 146-150. ISSN 0142-159X
Abstract
Background
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.
Aims
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.
Method
Over a five year period, 3200 student OSCE assessments from a single medical school consisting were investigated. A poorly performing subgroup of 125 students was identified and their longitudinal performance in the final three years of the undergraduate medical degree was analysed.
Results
The relative performance of this student group declines across serial OSCEs, despite current methods of ‘remediation and re-test’.
Conclusions
This analysis demonstrates that typically students in the poorly performing subgroup achieve only short term success with traditional remediation and re-test 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2012, Informa Healthcare. This is an author produced version of a paper published in Medical Teacher. Uploaded in accordance with the publisher's self-archiving policy. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Medical Education Unit (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 06 Jun 2013 08:57 |
Last Modified: | 14 Jan 2021 11:38 |
Published Version: | http://dx.doi.org/10.3109/0142159X.2012.643262 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.3109/0142159X.2012.643262 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:75612 |