Strategic Method to Identify Students Needing Additional Curricular Support: Empirical Evidence across Courses in Health Professions Education in a Private Health Sciences University
K Raman Sethuraman, Arumugam Santhadevy, Ravindran Saravanakumar
Citation Information :
Sethuraman KR, Santhadevy A, Saravanakumar R. Strategic Method to Identify Students Needing Additional Curricular Support: Empirical Evidence across Courses in Health Professions Education in a Private Health Sciences University. 2019; 2 (2):69-72.
Background and objectives: To validate the generalization of the first periodic assessment as a tool for identification of the students needing additional curricular support (SNACS) across the health sciences courses. Materials and methods: The performance of the students in the first periodic assessment and summative assessment were compared retrospectively for two batches in medical college and nursing college of a private health sciences university. The students were divided into three groups based on their ranks in the first periodic assessment as high, middle and lower third rank. The odds of failure of the students in the lower third formative ranking was compared to that of the students in the middle and top-third ranking. Results: Analysis of the retrospective data of the medical and nursing college revealed that majority of the students failed in the summative assessment belonged to the lower third formative ranking. The odds of failure of the students in lower-third ranking was consistently more than that of the students in the middle and top third ranking. Conclusion: Based on the results of the study across the courses in health profession, the performance of the students in the first periodic assessment is a valid method to identify the SNACS at the earliest.
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