Factors affecting academic failure in medical students in Iran

Zohreh Tajabadi,Hadi Jalilvand,Matineh Pourrahimi,Mojtaba Abdi,Alireza Hazbenejad,Soliman Ahmadi,Mohammad Helichi,Matineh Sadat Miri,Nadia Pirzade Moghaddam,Nafise Alinejade

doi:10.34172/rdme.2021.013

Abstract

Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.

Highlights

In the field of medical education, it is a common saying that “assessment drives learning.”(The statement “assessment drives learning” is common in medical education)it is the responsibility of the educational system and the teachers to design a framework to assess core competencies to ascertain whether the student has learned or not.[1]
We focus on the rationale for and effective use of workplacebased assessments (WPBA) and feedback as part of the formative assessment of medical students
Scope of workplace-based assessments WPBA tools are an effective approach to facilitating learning, since they can help ensure that the content of the training program, the intended competencies, and the assessment are aligned with each other.[2]

Summary

Introduction

In the field of medical education, it is a common saying that “assessment drives learning.”(The statement “assessment drives learning” is common in medical education)it is the responsibility of the educational system and the teachers to design a framework to assess core competencies to ascertain whether the student has learned or not.[1].

Results

Conclusion