Comparative Analysis of Pre- and Post- Intervention Academic Performance of Two Independent Groups of Level I Medical Students in Perspective in Medicine

ABSTRACT : This study examined the effect of a faculty instructional intervention on the academic performance of two independent groups of Level I medical students enrolled in the first-semester course Perspective in Medicine at Western Mindanao State University College of Medicine. Using an action research design with a mixed-methods approach, the study compared the academic performance of students before and after the implementation of a six-month Organizational Development Intervention (ODI) focused on faculty development. The quantitative component analyzed official academic records of students enrolled before the intervention (Academic Year 2023) and after the intervention (Academic Year 2024), while the qualitative component utilized focus group discussions to identify organizational concerns and evaluate changes in teaching and learning experiences. Descriptive statistical analyses, including mean, median, standard deviation, skewness, and boxplots, were performed using Jamovi version 2.6.2. Findings revealed that students taught after the faculty intervention achieved higher academic performance than those in the pre-intervention group. The mean grade increased from 79.8 to 82.9, while the median improved from 80.1 to 84.5. The post-intervention group also demonstrated a more balanced grade distribution, absence of low-grade outliers, and no students requiring remedial instruction, indicating greater consistency in academic achievement. These improvements were associated with enhanced instructional practices, including the application of outcomes-based education, constructive alignment, learner-centered teaching strategies, and measurable learning activities acquired through faculty training. The findings suggest that structured faculty development programs can positively influence students’ learning outcomes by improving instructional quality and promoting meaningful student engagement. The study highlights the importance of continuous professional development as an institutional strategy for strengthening teaching effectiveness and enhancing academic performance in medical education. Future studies employing larger samples, multiple instructors, and inferential statistical analyses are recommended to further establish the causal effects of faculty development interventions on student achievement.

KEYWORDS: Academic Performance, Faculty Development, Instructional Intervention, Learner-centered Teaching, Medical Education, Organizational Development Intervention, Outcomes-based education, Perspective in Medicine