Incorporation of Comprehensive Examinations for a Time-Efficient Remediation Method

Pedro Gonzalez; Marvi Moreno; Thomas Iida; Blake Sieck; Johan Bester; Edward Simanton

doi:10.2147/AMEP.S376808

Incorporation of Comprehensive Examinations for a Time-Efficient Remediation Method

Adv Med Educ Pract. 2022 Nov 17:13:1417-1422. doi: 10.2147/AMEP.S376808. eCollection 2022.

Authors

Pedro Gonzalez¹, Marvi Moreno¹, Thomas Iida¹, Blake Sieck¹, Johan Bester¹, Edward Simanton¹

Affiliation

¹ Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA.

Abstract

Background: Remediation in medical school should be a time-limited, and highly structured process that addresses student deficiencies and allows them to prove content competency before progressing in the curriculum. In this study, we analyze the use of a comprehensive end-of semester final examination in the remediation process for pre-clinical students at Kirk Kerkorian School of Medicine (KSOM). Faculty time utilized is analyzed and compared with the previously employed remediation process.

Methods: Administered to all students at the end of each semester is a comprehensive examination consisting of a sufficient number of faculty-selected questions relating to each organ system covered with a 75% passing threshold. A student must also demonstrate competency of any failed system examination content to remediate successfully. The performance of those who did not exhibit competency was analyzed to identify areas of deficiency then an individualized exam would then be administered. The total remediation time spent by faculties and students was then analyzed.

Results: KSOM Class of 2024 results showed that faculty were able to yield significant savings in time spent on remediation. Faculty spent 45 total remediation hours for the Class of 2024, compared to 400 hours remediating using the paper-based assignment method for the Class of 2021. With the transition to comprehensive end-of-semester final examinations, a total of 355 hours were saved. Furthermore, faculty used an average 1.07 hours/student with end-of-semester comprehensive examinations. The saved time allows faculty to work on improving the overall curriculum for all students rather than focusing on a limited number of students.

Conclusion: Utilizing comprehensive end-of-semester final examinations notably decreased the amount of faculty time spent per semester on remediation. Further evaluation is required to evaluate long-term effectiveness on content competency and would further be strengthened by a multi-institutional comparison.

Keywords: curriculum; faculty; medical education; student.