ArticleCureus2025
Impact of Academic Support Interventions on Failing First-Semester Medical Students.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and objective Attrition in medical school remains a persistent concern, despite the use of pre-admission metrics such as undergraduate science GPA (SGPA) and Medical College Admission Test (MCAT) scores, which do not consistently predict student success in high-demand, accelerated curricula. We evaluated whether engagement in three non-mandatory academic support interventions - individual tutoring, weekly tutor drop-in sessions, and lecture attendance - was associated with improved outcomes among first-semester osteopathic medical students. Methods In this retrospective cohort study, we reviewed de-identified records for 52 matriculants (Fall 2024). Students were classified as Dismissed, Repeat, Remediate, or Passed at term end. Participation in each intervention (yes/no) and baseline metrics (MCAT, SGPA, and graduate school GPA [GSGPA]) were extracted. A chi-square test of independence examined the association between intervention use and academic outcome (α = 0.05); effect size was reported as Cramer's V. Results There was a statistically significant association between the tutor drop-in sessions and academic outcome (χ²(3) = 12.13,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.