Impact of Multimodal Learning Interventions on Academic Outcome of Failed Medical Students

Abstract

Introduction: The MBBS curriculum is one of the most strenuous graduation courses worldwide, leading to constant anxiety and stress regarding good performance in a MBBS students’ life. It requires regular, consistent hard-work and dedication to acquire medical knowledge and skills. In this highly competitive studious environment, some students are left behind, affecting their psychosocial wellbeing and growth. Few unsuccessful candidates become hopeless due to lack of guidance and multiple learning issues leading to repeated failures in professional examinations. We aimed to identify problems affecting both the personal and academic domain of these students leading to failure at the 1st MBBS Annual Examination and intervene with multimodal measures to improve their academic performance by teaching, guidance and counselling.Methodology: The study was conducted on 46 first year MBBS students including 18 multiple attempt students and 28 first attempt supplementary students. The cause of failure was assessed through a questionnaire. Multimodal interventions targeting specific problem areas in individual students were implemented for a period of 1 month after the annual result declaration.Results: Multiple academic and personal factors were observed among the failed students. The academic performance improved with passing percentage of 66.7 % in multiple attempt students and 92.9% in first attempt supplementary students.Conclusion: An active teaching-learning multi-modality intervention comprising academic and psychosocial components is essential for the success of failed students in addressing their personal and academic needs.