These researchers sought to identify what factors increase the likelihood of students requiring remediation during the University of Auckland medical programme, in this analysis of data from 2013 and 2014. Twenty-two lead faculty staff involved in medical student remediation were invited to participate in semi-structured interviews exploring their perspectives about the quality and effectiveness of the remediation work they are involved with. A recent reorganisation of the curriculum content places more emphasis on longitudinal learning and programmatic assessment. This ‘new’ curriculum was introduced in a staged fashion to Years 2 and 4 in 2013, Years 3 and 5 in 2014 and finally Year 6 in 2015. The analysis revealed that nearly one-fifth (17.7%) of all students required some form of remedial assistance and 93% of all students offered remediation passed their year of study. In a multivariate analysis of student demographics, those who were significantly more likely to require remediation were international students (OR 4.59; 95% CI, 2.62 to 7.98) and students admitted via the Māori and Pacific Admission Scheme (OR 3.43; 95% CI, 2.29 to 5.15). Male students were also slightly more likely than their female classmates to require assistance. No effect was observed for rural origin students, those with a prior degree or who had completed clinical placement in a peripheral hospital. Knowledge application and information synthesis were the most frequently identified underlying problems. Most faculty believed remediation was successful, however, suggested areas for improvements included flexibility in the programme structure, improved diagnostics and improved access to dedicated teaching staff.
