Good for them or good for us? The role of academic guidance interviews

Alan Richard Denison, Alison E. Currie, Malcolm Ronald Laing, Steven Darryll Heys

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Context Weak students may pass unnoticed through their undergraduate programme until they fail a summative assessment. Early recognition and support of struggling students is crucial if they are to avoid subsequent failure at high stakes assessments.
Methods We introduced a whole-class formative assessment 5 months before a summative assessment. Subsequently, we supported poorly performing students with academic guidance interviews and remedial support.
Results The programme was evaluated by questionnaires issued to staff and students involved in the guidance interviews, and by recording the performance of students who had failed the formative assessment in the subsequent summative assessment.
Conslusions We conclude that the rescue of failing students requires early recognition and tailored intervention, with support for all participants.

Original languageEnglish
Pages (from-to)1188-1191
Number of pages4
JournalMedical Education
Volume40
Issue number12
Early online date20 Nov 2006
DOIs
Publication statusPublished - Dec 2006

Keywords

  • organisation
  • clinical competence standards
  • interviews
  • medical students
  • questionnaires
  • risk assessment
  • counselling
  • Scotland
  • students
  • undergraduate medical education
  • administration

Cite this

Denison, A. R., Currie, A. E., Laing, M. R., & Heys, S. D. (2006). Good for them or good for us? The role of academic guidance interviews. Medical Education, 40(12), 1188-1191. https://doi.org/10.1111/j.1365-2929.2006.02629.x