Exploring ‘failure to fail’ behaviour among examiners of the undergraduate medical programs

The personal, social, and systemic constraints and consequences lead to poor assessment of medical students' knowledge and competence, which has significant implications for patient safety and healthcare worldwide. Some of these constraints may be unique to the developing countries' context; however, many others are prevalent even in the developed countries. Whether through examiner peer mentorship, restructured institutional incentives, or clear assessment policies, breaking the equilibrium of 'failure to fail' lies in a society of integrity and accountability.