Remediation in Medical Education

1. Front Matter

   Pages i-xxxvi

   PDF

2. Presenting Problems and Symptoms Leading to Remediation

   1. Front Matter

      Pages 1-1

      PDF

   2. Defining and Assessing Competence

      • Adina Kalet, Martin Pusic

      Pages 3-15

   3. An Example of a Remediation Program

      • Adina Kalet, Linda Tewksbury, Jennifer B. Ogilvie, Sandra Yingling

      Pages 17-37

   4. “She Needs to Read More”: Helping Trainees Who Struggle with Medical Knowledge

      • Jeannette Guerrasio

      Pages 39-54

   5. Remediation of Interpersonal and Communication Skills

      • Calvin L. Chou, James Bell, Carol M. Chou, Anna Chang

      Pages 55-66

   6. Remediation of Physical Exam Skills

      • Tahlia Spector, Cha-Chi Fung

      Pages 67-83

   7. Assessing and Remediating Clinical Reasoning

      • Andrew Mutnick, Michael Barone

      Pages 85-101

   8. Remediating Lapses in Professionalism

      • Muriel J. Bebeau, Kathy Faber-Langendoen

      Pages 103-127

3. Contextual Factors

   1. Front Matter

      Pages 131-131

      PDF

   2. “You Said, I Heard”: Speaking the Subtext in Interracial Conversations

      • Elizabeth Brondolo, Kristy-Lee Jean-Pierre

      Pages 131-156

   3. Learning Differences and Medical Education

      • Paul B. Yellin

      Pages 157-171

   4. “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees

      • Sandra Yingling

      Pages 173-183

   5. Physician Wellness and Remediation

      • Sarah Williams

      Pages 185-203

   6. Perspectives from a Psychiatrist in an Office of Advising Resources

      • Laurie Raymond

      Pages 205-219

4. Resources

   1. Front Matter

      Pages 221-221

      PDF

   2. The Metacognitive Competency: The Key to Lifelong Learning

      • Mark Quirk

      Pages 223-234

   3. The Reflection Competency: Using Narrative in Remediation

      • David Hatem

      Pages 235-248

   4. Feedback and Remediation: Reinforcing Strengths and Improving Weaknesses

      • Denise M. Connor, Calvin L. Chou, Denise L. Davis

      Pages 249-263

   5. A Five Step Model of Appreciative Coaching: A Positive Process for Remediation

      • Maysel Kemp White, Peter Barnett

      Pages 265-281

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.

• clinical educator
• medical student
• remediation
• trainee

“The aim of this book is to provide those of us who deal with medical learners in difficulty much-needed assistance in figuring out what is wrong and how to help. … the book will be most useful to residency program directors (PD) as a reference work. It should be on every PD’s shelf, as well as those of clerkship directors and those involved in student assessment, guidance, and remediation.” (Paul Lazar, Family Medicine, stfm.org, June, 2015)

• Office of Medical Education, Department of Medicine, New York University School of Medicine, New York, USA

  Adina Kalet

• Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, USA

  Calvin L. Chou

Adina L. Kalet, MD, MPH is a Professor of Medicine and Surgery at New York University and has conducted vast amounts of research on medical education over the course of her career. She is a member of the Society of General Internal Medicine and was recognized in 2008 with their National Award for Scholarship in Medical Education. She has directed the Primary Care Internal Medicine Residency, Medical Education for the Division of Primary Care, the Macy Initiative in Health Communication, and the Dean's Task Force on Clinical Assessment, all at NYU. She has also served as a Principal Investigator for the NYS Department of Health's project on medical school participation in ambulatory care and the co-director for the CDC's course on preparing primary care physicians for the psychosocial aspects of bioterrorism. Calvin Chou, MD, PhD is Professor of Clinical Medicine at UCSF, and staff physician at the VA Medical Center in San Francisco. As a faculty member of the American Academy on Communication in Healthcare, he is nationally recognized for his efforts in education and research to enhance communication between patients and physicians. Currently he is director of VALOR, an innovative longitudinal program based at the VA that emphasizes humanistic clinical skill development for medical students. He also holds the first endowed Academy Chair in the Scholarship of Teaching and Learning at UCSF. He has delivered communication skills curricula for providers at medical centers across the country, including Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University.

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