Improving Academic Outcomes Through Remediation: Insights from a Medical Education Pilot Study
https://doi.org/10.56026/imu.19.1.44
- Author:
Carolina Santiago
1
;
Kavitha Nagandla
2
,
3
;
Sharifah Sulaiha Syed Aznal
2
,
3
;
Brinnell Annette Caszo
1
;
Malanashita Ganeson
4
Author Information
1. Human Biology Department, School of Medicine, IMU University, 126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia
2. Department of Obstetrics &
3. Gynaecology, IMU University Clinical Campus, Jalan Rasah, Bukit Rasah, 70300 Seremban, Negeri Sembilan, Malaysia
4. Department of Family Medicine, IMU University Clinical Campus, Jalan Rasah, Bukit Rasah, 70300 Seremban, Negeri Sembilan, Malaysia
- Publication Type:Journal Article
- Keywords:
Remediation programme;
medical education;
academic performance;
peer coaching
- MeSH:
Education, Medical;
Academic Performance
- From:International e-Journal of Science, Medicine and Education
2025;19(1):44-53
- CountryMalaysia
- Language:English
-
Abstract:
Introduction: This paper explores the impact of a remediation programme on medical students’ overall performance. It also suggests a potential remediation framework encompassing planned learning sessions by subject experts, individualised coaching from an alumni group, professional counselling for
psychological support, and participants’ learning commitment.
Methods: Twenty-seven students were identified as academically weak students (AWS). This was done
based on two criteria: students who failed more than one mini test (out of six mini tests) during the
delivery of the first-year curriculum, and students who had to repeat the study after failing the end-of-year-1 (EOY-1) exam. A remediation strategy consisting of 1) planned learning sessions, 2) individualised alumni coaching sessions, and 3) counselling sessions were offered to these students. However, participation is optional (Group A (n=12) – participants and Group B (n=15) – non-participants). Evaluation of the remediation programme is performed using mixed-method analysis: 1) comparative analysis of the performance of Group A vs Group B, and 2) qualitative analysis using a semi-structured interview with openended questions to obtain students’ perceptions of the programme.
Results: Group A showed significantly higher pass rates (83% vs. 66%, p < .001) in the EOY-1 exam. Interviews revealed positive perceptions of personalised alumni coaching and its role in enhancing learning and confidence.
Conclusion: The study concludes that early identification and targeted remediation support improve academic outcomes, benefit the student’s educational journey, and contribute to quality education.
- Full text:20250815092835520495.-Carolina-Improving-Academic-Outcomes-4.pdf
