For this situation to occur in the first place means that the appropriate safety nets were not in place to identify struggling students. What is the solution to this fundamental break. Clearly, a continuous assessment approach is more likely to pick up students who have difficulties earlier on. Most schools would probably argue that this is happening already. Failures in OSCEs, however, seems to suggest that the assessment process could be improved.
Juniors speak first to avoid bias from more senior members.
After the meeting, each doctor and the facilitator gives individual feedback to the students. The student's academic record is not affected by these interviews. A poor report gives the student an opportunity to respond to feedback without fear that the mark will affect them in future. Different members of the team learn to feed back on different areas. For example, the intern or house officer may feed back on practical skills, and the registrar on assessment and diagnostic skills.