Effect of remedial teaching on academic performance of poorly performing students in pharmacology: a quasi experimental study

Abstract

Background: Significant learning difficulties requiring remediation has been observed to be experienced by many medical trainees. Research with regard to individualized remedial teaching based on pedagogical diagnosis is a strong need of the time. The objectives of this study were to assess the effect of remedial teaching in improving academic performance among poorly performing students in pharmacology and to assess factors that could affect academic performance.Methods: The study was conducted in 2019. Academically poor performing students (<50 % marks in pharmacology first sessional exam) were selected after getting informed consent. After obtaining baseline information and study skills self-assessment inventory information from all students, academically poor performing students (53 students) were identified and they were randomized into two groups. One group (26 students) received academic support alone. The second group (27 students) received academic support, sessions on study skills, stress-coping strategies and counselling regarding their academic and non-academic problems.Results: The improvement in test scores among all participants of remedial sessions was statistically significant. Mean pre-test mark was 5.27±3.6, post-test was 14.63±1.24 and the difference is statistically significant. Though apparently high 10.02±3.25 versus 8.59±3.55, the post intervention gain in scores is not statistically significant between academic support+special package group versus academic support alone group (p value 0.16).Conclusions: Tailored or individualized remediation measures can greatly enhance the academic performance of undergraduate medical students and help them make satisfactory progress on the course.