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Good for them or good for us? The role of academic guidance interviews
Author(s) -
Denison Alan R,
Currie Alison E,
Laing Malcolm R,
Heys Steven D
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02629.x
Subject(s) - summative assessment , formative assessment , remedial education , medical education , context (archaeology) , class (philosophy) , psychology , intervention (counseling) , knowledge survey , medicine , pedagogy , nursing , mathematics education , computer science , artificial intelligence , paleontology , biology
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. Conclusions We conclude that the rescue of failing students requires early recognition and tailored intervention, with support for all participants.