Abstract
Many clinician-educators, chief residents, and other faculty are tasked with the remediation of learners who struggle, but few receive training on how to do this effectively. This chapter provides a step-by-step guide, adaptable to any competency domain, for frontline educators and coaches charged with remediation. We outline key steps to follow, drawing on the current medical literature around feedback, coaching, and remediation. Embedded in this approach are processes that promote learners’ skills in self-regulated learning and communication techniques that support effective feedback conversations between coaches and learners.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Boileau E, St-Onge C, Audetat M. Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature. Adv Med Educ Pract. 2017;8:89–97.
Guerrasio J, Garrity M, Aagaard E. Learner deficits and academic outcomes of medical students, residents, fellows, and attending physicians referred to a remediation program, 2006-2012. Acad Med. 2014;89:352–8.
Yao D, Wright S. National survey of internal medicine residency program directors regarding problem resident. JAMA. 2000;284:1099–104.
Bynum WE IV, Varpio L, Lagoo J, Teunissen PW. “I’m unworthy of being in this space”: the origins of shame in medical students. Med Educ. 2021;55:185–97.
Clark WD, Russell M. Skill set two: skills that build trust. In: Chou CL, Cooley L, editors. Communication Rx. New York: McGraw Hill; 2017.
White MK, Chou CL. Appreciative coaching: “I want to be known as the clinician who…” in Chou CL, Cooley L, eds. Communication Rx. New York: McGraw Hill; 2017.
Coelho C, Zahra D, Ali K, Tredwin C. To accept or decline academic remediation: what difference does it make? Med Teach. 2019;41(7):824–9.
Holmboe E, et al. Faculty development in assessment: the missing link in competency-based medical education. Acad Med. 2011;86:460–7.
Kogan J, Holmboe E, Hauer K. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 2009;302:1316–26.
Papadakis M, et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 2005;353:2673–82.
Weller JM, et al. Can I leave the theatre? A key to more reliable workplace-based assessment. Br J Anaesth. 2014;112(6):1083–91.
Chou CL, et al. Guidelines: the do’s, don’ts and don’t knows of remediation in medical education. Perspect Med Educ. 2019;8:322–38.
The Accreditation Council of Graduate Medical Education. www.acgme.org.
Cleland J, et al. The remediation challenge: theoretical and methodological insights from a systematic review. Med Educ. 2013;47:242–51.
Hauer K, et al. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 2009;84:1822–32.
Sandars J, Clear T. Self-regulation theory: applications to medical education: AMEE guide no. 58. Med Teach. 2011;31(11):875–86.
Leggett H, Sandars J, Roberts T. Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Med Teach. 2017;41:147–51.
Yao D, Wright S. The challenge of problem residents. J Gen Intern Med. 2001;16:486–92.
Scarff C, et al. Keeping mum in clinical supervision: private thoughts and public judgments. Med Educ. 2019;53:133–42.
Kalet A, Chou CL. Remediation in medical education: a mid-course correction. New York: Springer; 2014.
Senge PM. The fifth discipline: the art and practice of the learning organization. New York: Doubleday/Currency; 1990.
Ramani S, Krackov S. Twelve tips for giving feedback effectively in the clinical learning environment. Med Teach. 2012;34:787–91.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sridhar, A., Rumrill, S., Chou, C.L., Phillips, A. (2023). A Stepwise Approach to Remediation for the Frontline Clinician-Educator. In: Kalet, A., Chou, C.L. (eds) Remediation in Medical Education. Springer, Cham. https://doi.org/10.1007/978-3-031-32404-8_6
Download citation
DOI: https://doi.org/10.1007/978-3-031-32404-8_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-32403-1
Online ISBN: 978-3-031-32404-8
eBook Packages: MedicineMedicine (R0)