Introduction: Slow learners in medical education often struggle with comprehension, retention, and abstract thinking. Remedial strategies such as open-book testing may enhance performance and engagement. Objectives: The objective is to implement open-book tests as a remedial measure for slow learners in anatomy and to assess their impact on academic performance and student perception. Materials and Methods: First-year MBBS students scoring <50% in the initial formative assessment were identified as slow learners through academic records and faculty referrals. They were enrolled in an open-book testing program conducted twice weekly. Topics were announced in advance, and questions were shared a day prior via a faculty-moderated WhatsApp group. Each test included one long essay with a clinical scenario and two short essays. Immediate feedback was provided after submission. Performance in internal and summative assessments was compared using paired t -test and Wilcoxon signed-rank test ( P < 0.05). Batch differences were adjusted using one-way analysis of variance. Student feedback was collected via a validated Google Form questionnaire. Results: A significant improvement in internal assessment scores was observed postintervention (mean increase 8.6%, 95% confidence interval: 6.8–10.4; P < 0.001). The proportion of students scoring ≥50% increased from 0% to 84.6%. Students reported improved understanding (87%), examination preparedness (85%), and reduced stress (95%). A minority noted time constraints and reduced focus on other subjects. Conclusion: Open-book testing, combined with mentoring and feedback, was associated with improved engagement and academic performance among slow learners. The intervention appears effective and low-stress but requires further evaluation through controlled, longitudinal studies.
Hemamalini et al. (Thu,) studied this question.