Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS
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, communicati...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2023-01-01
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| Series: | Archives of Medicine and Health Sciences |
| Subjects: | |
| Online Access: | http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2023;volume=11;issue=2;spage=209;epage=214;aulast=Bose |
| _version_ | 1797352298606755840 |
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| author | Sukhwant Bose Nazeem Ishrat Siddiqui |
| author_facet | Sukhwant Bose Nazeem Ishrat Siddiqui |
| author_sort | Sukhwant Bose |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T13:13:22Z |
| format | Article |
| id | doaj.art-805262f777294b53a6ca406b8836f6ff |
| institution | Directory Open Access Journal |
| issn | 2321-4848 |
| language | English |
| last_indexed | 2024-03-08T13:13:22Z |
| publishDate | 2023-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Archives of Medicine and Health Sciences |
| spelling | doaj.art-805262f777294b53a6ca406b8836f6ff2024-01-18T10:38:21ZengWolters Kluwer Medknow PublicationsArchives of Medicine and Health Sciences2321-48482023-01-0111220921410.4103/amhs.amhs_111_23Influence of academic support program on the academic performance of low-achiever students of first-phase MBBSSukhwant BoseNazeem Ishrat SiddiquiBackground 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.http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2023;volume=11;issue=2;spage=209;epage=214;aulast=Boseacademic supportlow achieversmedical curriculumstudent performance |
| spellingShingle | Sukhwant Bose Nazeem Ishrat Siddiqui Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS Archives of Medicine and Health Sciences academic support low achievers medical curriculum student performance |
| title | Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS |
| title_full | Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS |
| title_fullStr | Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS |
| title_full_unstemmed | Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS |
| title_short | Influence of academic support program on the academic performance of low-achiever students of first-phase MBBS |
| title_sort | influence of academic support program on the academic performance of low achiever students of first phase mbbs |
| topic | academic support low achievers medical curriculum student performance |
| url | http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2023;volume=11;issue=2;spage=209;epage=214;aulast=Bose |
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