“To accept or decline academic remediation: What difference does it make?”: Medical students’ perspective

Mittelman, Emma; Ark, Rajiv

doi:10.1080/0142159x.2019.1620197

Cited by 2 publications

(1 citation statement)

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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%

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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Section: Resultsmentioning

confidence: 99%

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

et al. 2021

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Experience of Academic Remediation in a South African Medical Undergraduate programme- Exploring the voice of Remediating Learners

Ugwuanyi,

Sodo,

pillay

et al. 2024

Preprint

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Background: The purpose of remediation is to provide targeted support and interventions to individuals who are struggling academically, providing support for improvement and achievement of learning goals. Aim: To explore the perceptions and experience of educators and learners regarding academic remediation within the Nelson Mandela Fidel Castro final year integration programme at the University of the Witwatersrand. Methods: Through a qualitative exploratory study design, in-depth interviews were conducted with the NMFC (Nelson Mandela Fidel Castro) students and focus group discussion were conducted with clinical educators. Results: Findings revealed a need to deconstruct the meaning of remediation, clarify the procedural approach to successful remediation for learners and provide structured support, taking into consideration the multi-dimensional reasons for poor academic performance. Conclusion: Wholistic and structured remediation of learners with identified gaps, is crucial in health professions education, to achieve the outcome of clinically competent healthcare providers. A comprehensive approach addressing the factors that impact academic performance is imperative to successful remediation programme.

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“To accept or decline academic remediation: What difference does it make?”: Medical students’ perspective

Cited by 2 publications

References 1 publication

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

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

Experience of Academic Remediation in a South African Medical Undergraduate programme- Exploring the voice of Remediating Learners

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