Evidence-Based Teaching Interventions for Academically Challenged Medical Students

Medical schools worldwide encounter students who struggle academically due to diverse cognitive, emotional, and social factors. Conventional methods such as extra coaching often fail to address these underlying issues. To explore the spectrum of evidence-based interventions tailored to academically underperforming medical students and analyze institutional and pedagogical strategies that promote effective remediation. Anarrative review was conducted using literature retrieved from PubMed, Scopus, and Google Scholar (2010–2024). Search terms included "remediation in medical education," "academically challenged students," "peer-assisted learning," "adaptive learning technologies," and "faculty development." Studies were included based on relevance, innovation, and impact. Interventions ranged from individualized support mechanisms to institutional-level policy reforms. The most effective strategies integrated mentorship, peer engagement, technology, and formative feedback. Faculty training and administrative flexibility were critical enablers. Sustainable academic support for struggling students requires a multidimensional framework involving evidence-based pedagogy, faculty empowerment, and system-level changes.Key Words: Evidence-Based Teaching, Academically Challenged Medical Students, Peer-assisted learning