Remediation in Medical Education. a Mid-Course Correction

Description

· Discusses how to categorize the failing student using performance-based assessment data
· Gives instructors practical advice and strategies
· Contains cross-disciplinary conceptual models

Remediation in medical education is the act of facilitating a correction for trainees who started out on the journey toward becoming excellent physicians but have moved off course. This book offers an evidence-based and practical approach to the identification and remediation of medical trainees who are unable to perform to standards. As assessment of clinical competence and professionalism has become more sophisticated and ubiquitous, medical educators increasingly face the challenge of implementing effective and respectful means to work with trainees who do not yet meet expectations of the profession and society.

Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development.

Table of contents

Part I: Presenting Problems and Symptoms Leading to Remediation

• Chapter 1. Defining and Assessing Competence
  Adina Kalet and Martin Pusic
• Chapter 2. An Example of a Remediation Program
  Adina Kalet, Linda Tewksbury, Jennifer Ogilvie, Sandra Yingling
• Chapter 3. “She Needs to Read More”: Helping trainees who struggle with medical knowledge
  Jeannette Guerrasio
• Chapter 4. Remediation of Interpersonal and Communication Skills
  Calvin Chou, James Bell, Carol Chou, and Anna Chang
• Chapter 5. Remediation of Physical Exam Skills
  Tahlia Spector and Cha-Chi Fung
• Chapter 6. Assessing and Remediating Clinical Reasoning
  Andrew Mutnick and Michael Barone
• Chapter 7. Remediating Lapses in Professionalism
  Muriel J Bebeau and Kathy Faber-Langendoen

Part II: Contextual Factors

• Chapter 8. “You said, I heard”: Speaking the subtext in interracial conversations
  Elizabeth Brondolo and Kristy-Lee Jean-Pierre
• Chapter 9. Learning Differences and Medical Education
  Paul Yellin
• Chapter 10. “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees
  Sandra Yingling
• Chapter 11. Stress and Distress and Wellness
  Sarah Williams
• Chapter 12. Perspectives from a Psychiatrist in an Office of Advising Resources
  Laurie Raymond

Part III: Resources

• Chapter 13. The Metacognitive Competency: The key to life-long learning
  Mark Quirk
• Chapter 14. Use of reflection as a remediation tool
  David Hatem
• Chapter 15. Feedback
  Denise Connor, Calvin Chou, and Denise Davis
• Chapter 16. Appreciative coaching: A positive process for remediation
  Maysel Kemp White and Peter Barnett

Part IV: Systems Viewpoint

• Chapter 17. Preparing Program Directors to address unprofessional behavior
  Eve Caligor, Ze’ev Levin, and Emily Deringer
• Chapter 18. The view from the Dean’s office
  Lynn Buckvar-Keltz
• Chapter 19. Preparing to conduct remediation
  Adina Kalet and Sondra Zabar
• Chapter 20. “The Prognosis is Poor”: When to give up
  Jeannette Guerrasio
• Chapter 21. A Research Agenda for the Field of Remediation
  Calvin Chou, Adina Kalet, Karen Hauer
• Chapter 22: Epilogue: A Student’s Perspective on Remediation
  David Tawfik

Appendix A: Contributor Biographies