Formative Structured Oral Examination as a Novel Method of Academic Mentoring for Slow and Medium Achievers in Medical Biochemistry: A Mixed-Method Study

Introduction: Academic mentoring is essential for graduate students who are slow or medium achievers. Yet, the usefulness of the Formative Structured Oral Examination (FSOE) as a tool for academic mentoring has not been studied. This study aims to assess the utility of FSOE as a tool for fostering academic mentoring among slow and medium achievers. Methods: A convergent mixed-method study was conducted among 52 first-year MBBS students, covering three biochemistry topics with residents serving as resource persons. The study included both a quantitative single-group pre-post quasi-experimental component and an exploratory qualitative component (feedback and focus group discussions). Two cycles of FSOE were performed for each topic, with one student at a time and pre-prepared color cards. Each FSOE session lasted approximately one hour. Multiple-choice pre- and post-tests were conducted before and after the FSOE. Feedback was collected from students using a structured questionnaire employing a seven-point Likert scale. The questionnaire was reviewed by subject experts for content validity prior to administration, and focus group discussions were held among students and resource persons. Pre- and post-test scores were compared using a paired t-test for normally distributed variables and a Wilcoxon signed-rank test for non-normally distributed variables. P < 0.05 was considered significant. Analyses were done using IBM SPSS Statistics software, version 20 (IBM Corp., Armonk, NY, USA). Results: FSOE implementation resulted in a significant improvement in post-test scores. Among low achievers, fat-soluble vitamin scores increased from 11 (8-13) to 17 (14-20) (p = 0.001; r = 0.85), while medium achievers also showed significant gains (p = 0.001; d = 1.21). Low achievers demonstrated significant improvement in amino acid metabolism and DNA replication (p < 0.05), with large effect sizes (d = 1.80 and 1.02). Scores further improved after the second FSOE cycle across all groups (p < 0.001). Compared with a topic taught without the FSOE, normalized pre- to post-test improvement showed large effect sizes across groups. Internal assessment scores improved significantly among low achievers (p < 0.005). Feedback and focus group discussions indicated enhanced conceptual understanding, improved engagement, reduced examination stress, increased motivation, and improvement in resource persons’ teaching skills, though logistical and inclusivity concerns were noted among the students. Conclusions: The FSOE was an effective academic mentoring program that benefited both students and resource persons. The FSOE may be implemented as a regular mentoring program in medical biochemistry to address academic difficulties.