Creating Medical Education Enhancement Training for Medical Students

ABSTRACT Background Competency‐based assessment is essential for evaluating final‐year medical students' clinical proficiency. Early identification and structured remediation for at‐risk students can enhance self‐reflection, familiarise them with examination formats and provide constructive feedback. This study evaluates the effectiveness of the Medical Education Enhancement Training (MEET) programme in supporting Phase 3 medical students at risk of underperformance. Approach At‐risk students were identified during the Phase 3 Critical Care term using the management viva assessment. Those flagged as at risk were invited to participate in MEET, which included structured interviews to explore academic challenges, student‐led self‐assessments and tailored learning plans. Participants underwent pre‐ and post‐intervention Objective Structured Clinical Examinations (OSCEs) to assess progress. Evaluation Of 214 students, 20 were invited to join MEET, with 16 responding and 10 completing the programme. The median OSCE score significantly improved from 44 (IQR: 33.3–69.4) pre‐intervention to 67 (IQR: 70.5–77.8) post‐intervention ( p = 0.008). All 16 students passed the critical care component, and 15 passed the final Integrated Clinical Examination. Student feedback was collected through a Likert scale survey, with 1 indicating strongly disagree and 5 indicating strongly agree ; five out of six students rated the programme 5/5. Implications The MEET programme demonstrated effectiveness in improving the clinical performance of at‐risk students, as evidenced by significant OSCE score improvements and high final exam pass rates. Structured remediation, combining self‐reflection, targeted learning plans and early intervention, can support struggling students in achieving clinical competency. These findings highlight the importance of formalised support programmes in medical education to ensure student success and patient safety.