Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS

• Published in: Archives of Medicine and Health Sciences Vol. 11; no. 2; pp. 209 - 214
• Main Authors: Bose, Sukhwant, Siddiqui, Nazeem
• Format: Journal Article
• Language: English
• Published: Wolters Kluwer India Pvt. Ltd 01.07.2023; Medknow Publications and Media Pvt. Ltd; Wolters Kluwer Medknow Publications
• Subjects: Academic achievement; academic support; low achievers; Medical colleges; medical curriculum; student performance; Students; medical curriculum; Academic support; low achievers; student performance
• ISSN: 2321-4848; 2321-6085
• DOI: 10.4103/amhs.amhs_111_23

Background and Aim: The rigorous medical curriculum and stressful environment of medical college for the newer entrants make their transition from school to medical college difficult. Their academic performances get affected adversely due to difficulties in conceptual thinking, language, communication, fear of failing, parental and peer pressure, misguided friendships, and difficult interaction with seniors and faculty members. Keeping this in mind the present study is aimed to identify and address students' difficulties in the medical college, provide remedial support, and record students' perceptions about the academic support program. Materials and Methods: The newly entered first phase MBBS students were grouped as high achiever (HA) (>50% marks) and low achiever (LA) (<50% marks) based on their marks in internal examinations. They were further divided into small groups and allocated a mentor. Mentor is a senior faculty member who acts as counselor and facilitator to support students for their academic and nonacademic problems. Mean, standard deviation, and percentage were calculated for the marks scored in the internal examinations. Unpaired t-test was applied and learning gain (g) was calculated. Results: The average scores of LA and HA groups in the first internal examination were 23.87% and 53.15% which rose to 48.90% and 68.34%, respectively, in university examinations; learning gains in these groups were 33% and 32%, respectively, indicating a positive impact of the program. Majority of the students were strongly agreed that their academic performances improved, and they developed self-confidence to perform better in the subsequent parts of the curriculum. Conclusions: Academic performance improves when students are provided with a conducive environment along with academic and emotional support and feedback about their learning.