Bridging knowledge gaps: impact of remedial classes on first-year medical students in biochemistry – a cross-sectional study

Table 7 Distribution of participants by their opinion about the usefulness of less frequently engaged remediation teaching methods (grading 1 to 5)

Remediation	Likert scale	Frequency (n = 51)	Percentage (%)
Summarization	Very Poor	0	0.0
	Poor	3	5.9
	Acceptable	11	21.6
	Good	31	60.8
	Very Good	6	11.7
Open-book test	Very Poor	0	0.0
	Poor	0	0.0
	Acceptable	6	11.7
	Good	44	86.3
	Very Good	1	2.0
Closed-book test	Very Poor	0	0.0
	Poor	1	2.0
	Acceptable	32	62.7
	Good	14	27.5
	Very Good	4	7.8
Poster making	Very Poor	0	0.0
	Poor	9	17.6
	Acceptable	26	51.0
	Good	14	27.5
	Very Good	2	3.9
Underlining and highlighting points	Very Poor	0	0.0
	Poor	2	3.9
	Acceptable	27	52.9
	Good	22	43.2
	Very Good	0	0.0
Leader-led group reading	Very Poor	0	0.0
	Poor	0	0.0
	Acceptable	29	56.9
	Good	22	43.1
	Very Good	0	0.0
Independent study	Very Poor	0	0.0
	Poor	29	56.9
	Acceptable	22	43.1
	Good	0	0.0
	Very Good	0	0.0
Solving previous year’s papers	Very Poor	0	0.0
	Poor	0	0.0
	Acceptable	29	56.9
	Good	22	43.1
	Very Good	0	0.0

Notes Data are presented as n and %. Likert scale: 1 = Very poor to 5 = Very good

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