Feedback & Remediation

Feedback Philosophy at the Arab Board: Criterion-Referenced vs. Norm-Referenced

As part of its commitment to competency-based assessment, the Arab Board of Health Specializations (ABHS) adopts criterion-referenced feedback as its preferred approach over norm-referenced feedback. This choice reflects a philosophical and educational alignment with the goal of measuring whether each candidate has achieved clearly defined learning outcomes, rather than comparing candidates to one another.

In norm-referenced systems, feedback is based on how a candidate performs relative to their peers. The main purpose is to generate a competitive ranking or distribution, often resulting in a set percentage of candidates qualifying for success based on how they compare to the rest of the group. The feedback in such systems tends to focus on relative performance rather than individual progress.

In contrast, the criterion-referenced approach—preferred by ABHS—evaluates candidates against predefined standards and explicit competency benchmarks. The purpose is not to rank but to determine whether the candidate has mastered the required skills and knowledge. The feedback is personalized, guiding the candidate on which areas need improvement and how to enhance performance. The decision on whether a candidate passes or fails is based solely on whether they meet the required level of competency, not how others perform.

This approach promotes fairness, encourages a growth mindset, and aligns with the educational goals of the Arab Board to ensure all healthcare professionals reach a standard of excellence, regardless of their cohort’s overall performance.

Remediation: The Transformative Phase of the Learning Journey

Sabeeh Al-Mashhadani ; Jawad Al-Sharif;Omar Al-Rawas

In the continuum of education and training, assessment is not merely a checkpoint—it is a compass. It begins at the earliest stages of a learner’s journey and accompanies every act of instruction, skill acquisition, and performance. At its heart, assessment helps us identify where we stand, what we’ve mastered, what we’ve missed, and how we can improve. This process is cyclical and reflective, serving as both a mirror and a map for learners navigating complex training paths—especially in demanding fields like medical residency.

A Learning Process, Not Just a Test

True assessment should transcend judgment. It must evolve into a learning process that invites reflection and action. Self-assessment, peer feedback, and formative testing are crucial strategies for identifying gaps in knowledge or clinical competence. Instead of waiting for summative exams to reveal weaknesses, learners are encouraged to test themselves frequently and voluntarily, embracing failure as a steppingstone rather than a verdict.

This approach fosters metacognition—thinking about one’s own thinking. It allows learners to reflect deeply on their approach, attitude, and understanding, and to align their strategies with their goals. In such a system, formative assessments are used not to measure, but to inform. They become diagnostic tools to uncover misconceptions, inconsistencies, or areas where support is needed.

The Power and Purpose of Remediation

When learners fall short—whether on internal evaluations or high-stakes exams—it should not be the end of the road. This is where the remediation phase emerges as a critical and transformative component of professional development. Remediation is not punishment; it is personalized growth.

A well-structured remediation program helps learners:

• Revisit and rebuild foundational concepts.

• Develop clinical reasoning and decision-making skills.

• Strengthen communication and professionalism.

• Reengage with content through active strategies, such as simulated cases, peer teaching, and guided practice.

Most importantly, remediation teaches resilience. It encourages learners to embrace setbacks, analyze root causes, and adopt new approaches with confidence.

ABHS: Driving Remediation with Strategy, Innovation, and AI

The Arab Board of Health Specializations (ABHS) has recognized that remediation must be an intentional, data-informed, and tech-enabled process—not an afterthought. To that end, ABHS is implementing several initiatives to ensure that every candidate has the opportunity to overcome setbacks and succeed:

1. Centralized Digital Assessment System

ABHS has developed a centrally monitored digital platform for both cognitive and clinical assessments. This system allows precise tracking of candidate performance and early detection of weaknesses, providing the necessary data to guide remediation.

2. AI-Powered Remediation Tools

ABHS is investing in AI-assisted self-assessment bots, such as RemediBot, to help candidates test themselves and receive targeted feedback. These tools are integrated with question banks, difficulty tagging, and blueprint alignment to ensure individualized support.

3. Formative Testing Culture

ABHS is shifting the culture from one of high-stakes judgment to continuous formative assessment. Candidates are encouraged to engage with mock exams, practice OSCEs, case-based discussions, and item analysis reviews—all aimed at ongoing improvement.

4. Peer and Mentor Engagement

New remediation models at ABHS promote peer-assisted learning and mentorship. Trainees are paired with experienced educators and guided through structured remediation plans that include reflection, rehearsal, and re-evaluation.

5. Feedback Dashboards and Personalized Reports

Candidates receive visual dashboards highlighting their strengths, gaps, and progression over time. These dashboards are also used by faculty to provide personalized remediation pathways and adjust training content accordingly.

6. Structured Remediation Protocols

In collaboration with specialty-specific scientific councils, ABHS is developing standardized remediation frameworks that define:

• When remediation is required

• How it is delivered (online, hybrid, in-person)

• What outcomes define successful remediation

These protocols ensure fairness, transparency, and educational value in every remediation episode.

Beyond Graduation: Assessment for Lifelong Learning

ABHS is not merely focused on candidates before graduation. It is expanding its Smart Assessment System to support postgraduate practitioners in keeping pace with rapidly evolving knowledge and skills in the healthcare field. Recognizing that professional excellence does not end with certification, ABHS is launching initiatives to:

• Integrate continuous professional development (CPD) modules linked to assessment outcomes.

• Offer post-certification diagnostic tools to guide personal learning paths.

• Establish specialist self-evaluation portals to help certified professionals reflect, test, and improve based on real-world clinical challenges.

• Encourage peer benchmarking and collaborative learning even after official training ends.

This model supports a culture where learning never stops, and excellence is not a destination but a dynamic process. ABHS is committed to maintaining the relevance and readiness of its healthcare professionals throughout their careers.

A Culture of Reflection, Not Rejection

Remediation should never be seen as a sign of failure, but as a critical opportunity for transformation. With ABHS’s systemic support, AI-driven platforms, and emphasis on formative growth, candidates are empowered to take ownership of their learning and rise stronger. The focus shifts from "Did I pass?" to "What did I learn, and how do I improve?"

By embracing remediation—and extending assessment beyond graduation—ABHS is redefining what it means to succeed. It is building a medical community where every gap is an invitation for growth, and every professional is equipped for lifelong impact.