May 2026, Volume 4, Issue 5

Author

Ashakiran Srinivasaiah, Mahalaxmi S Petimani, Siddharameshwar M Kantikar and Harish Rangareddy

Abstract

Background: Competency-Based Medical Education (CBME) by the National Medical Commission (NMC) which is the regulatory authority of Medical Education in India has led to the paradigm shift from traditional teaching methods to active teaching-learning approaches to enhance student engagement. However, medical students often struggle with reasoning-type questions and case-based multiple-choice question. Structured post assessment remedial training following formative assessments may help address these learning gaps. Methods: The intervention consisted of a targeted post formative assessment remedial training program addressing reasoning-type questions and case-scenario-based multiple choice questions aligned with National Medical Commission 's competency-based curriculum guidelines and University assessment patterns. A cross sectional survey was conducted among first-year MBBS students at a medical college in Haveri district, Karnataka, India following the summative assessment. Student perceptions were assessed using a 13-item Likert-scale questionnaire with 106 respondents. Results: Students reported positive perceptions of the training program with >80% of students agreed or strongly agreed that the sessions improved their understanding of reasoning-type questions, analytical skills, and application of biochemical knowledge to clinical scenarios. Nearly 81% students reported increased confidence in answering case-scenario based questions, and 83% students indicated their willingness to recommend the training to their juniors. No significant differences in perceptions were observed between gender groups or across age categories. The intervention demonstrated a large educational impact (Cohen 's d = 1.58). Conclusion: Post assessment remedial training effectively enhances academic performance aligning with competency-based medical education principles. Early integration of such targeted interventions following formative assessments may improve learning outcomes.