Physician remediation: accepting and working with complementary conceptualisations

Kebaetse, Masego B.; Winston, Kalman

doi:10.1111/medu.13785

Cited by 3 publications

(4 citation statements)

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“…Remediators must personally engage with the struggling learner in order to establish trust, confidentiality, and boundary limits [37, 41]. Therefore, to avoid inherent conflicts of interest and make defensible judgments, those conducting the intimate remediation with the trainee must not be the same people who make the final adjudication decisions [37, 98]. This can be a challenge in small programs with few faculty members with the necessary experience.…”

Section: Results (Tab 2)mentioning

confidence: 99%

“…Supporting data are key, including the intervention plan and learning contract, observed outcomes, and ongoing summaries of discussions with learners and colleagues [37]. While there is a responsibility to ensure fair process for the individual trainee, it is equally important that medical education fulfils its contract with society to produce competent physicians [37, 98].…”

Section: Results (Tab 2)mentioning

confidence: 99%

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Guidelines: The dos, don’ts and don’t knows of remediation in medical education

et al. 2019

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Introduction Two developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies. Methods Collectively, we generated an initial list of Do’s, Don’ts, and Don’t Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus. Results We present 26 guidelines: two groupings of Do’s (systems-level interventions and recommendations for individual learners), along with short lists of Don’ts and Don’t Knows, and our interpretation of the strength of current evidence for each guideline. Conclusions Remediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.

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Section: Results (Tab 2)mentioning

confidence: 99%

Section: Results (Tab 2)mentioning

confidence: 99%

Guidelines: The dos, don’ts and don’t knows of remediation in medical education

et al. 2019

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“…Of the 199 included records, 112 contained some mention of emotion 1,9–12,15,19–21,51–153 ; the remainder described remediation interventions but focused solely on cognitive or other non‐affective aspects of remediation. (See Appendix S2 for a table of included records and whether they discussed emotion.)…”

Section: Resultsmentioning

confidence: 99%

“…Numerous records explicitly suggested including (emotional) 'support,' 10,12,19,78,102,103,127,136,143,146,148,153 though only a small number of these records included a specific outcome seen or expected as a result of this support (e.g., less stress than learners expected 139 ). There were also several records referencing a goal of 'trust' between remediating learner and coach, 11,124,125,130,144 though they did not usually specify the mechanism to achieve this or the expected benefit for emotion or learning.…”

Section: Emotion During Remediation (Time-point 3)mentioning

confidence: 99%

Emotion in remediation: A scoping review of the medical education literature

et al. 2021

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Objectives: Remediation can be crucial and high stakes for medical learners, and experts agree it is often not optimally conducted. Research from other fields indicates that explicit incorporation of emotion improves education because of emotion's documented impacts on learning. Because this could present an important opportunity for improving remediation, we aimed to investigate how the literature on remediation interventions in medical education discusses emotion.

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The Learner’s Experience of Remediation

Mills

2023

Remediation in Medical Education

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Physician remediation: accepting and working with complementary conceptualisations

Abstract: Reacting to Bourgeois‐Law et al., the authors argue that conceptions of remediation as ‘educational support’ and ‘regulatory’ are both complementary and necessary in systemic approaches to remediation.

Cited by 3 publications

References 10 publications

Guidelines: The dos, don’ts and don’t knows of remediation in medical education

Guidelines: The dos, don’ts and don’t knows of remediation in medical education

Emotion in remediation: A scoping review of the medical education literature

The Learner’s Experience of Remediation

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