Remediation in Medical Education: A Mid-Course Correction

by Adina Kalet, Calvin L. Chou

Overview

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.

Product Details

ISBN-13:	9781493945061
Publisher:	Springer New York
Publication date:	09/17/2016
Edition description:	2014
Pages:	367
Product dimensions:	7.01(w) x 10.00(h) x (d)

About the Author

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.

Table of Contents

Defining and Assessing Competence.- An Example of a Remediation Program.- “She Needs to Read More”: Helping trainees who struggle with medical knowledge.- Remediation of Interpersonal and Communication Skills.- Remediation of Physical Exam Skills.- Assessing and Remediating Clinical Reasoning.- Remediating Lapses in Professionalism.- “You said, I heard”: Speaking the subtext in interracial conversations.- Learning Differences and Medical Education.- “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees.- Stress and Distress and Wellness.- Perspectives from a Psychiatrist in an Office of Advising Resources.- The Metacognitive Competency: The key to life-long learning.- Use of Reflection as a Remediation Tool.- Feedback.- Appreciative Coaching: A positive process for remediation.- Preparing Program Directors to Address Unprofessional Behavior.- The View from the Dean’s Office.- Preparing to Conduct Remediation.- “The Prognosis is Poor”: When to give up.- A Research Agenda for the Field of Remediation.- Epilogue: A Student’s Perspective on Remediation.

Editorial Reviews

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)

From the Publisher

Reviewer: Paul D O'Rourke, MD, MPH (Johns Hopkins University School of Medicine)
Description: The book provides a comprehensive review of remediation concepts and techniques for interprofessional medical learners. It is organized in three main parts: a general overview of remediation in medical education, remediation by learner competency (which is very high yield for clinician educators), and various special topics. The previous edition was published in 2014.
Purpose: The purpose of the book is to assist health educators with remediation concepts and techniques to assist health professional learners when they face challenges. This is an incredibly important topic in medical education and the book does an excellent job providing a thoughtful and organized overview of remediation strategies.
Audience: The primary audience for this book is educators of health professional students. It does an excellent job providing a comprehensive overview of learner remediation concepts and techniques to equip educators with the tools necessary to help learners when they struggle. The authors are highly knowledgeable on the topic and highly esteemed in the medical education field.
Features: The book covers remediation in medical education in three main areas. The first part of the book reviews remediation concepts including specific focuses on diversity, equity and inclusion, becoming a master adaptive learner, and the learner's experience with remediation. The second part of the book provides remediation techniques by competency, such as remediation of physical exam skills, clinical reasoning, or interpersonal and communication skills. The third part reviews several special topics such as learning differences and medical education, trainee well-being and remediation, and faculty development. The second part, reviewing remediation by competency, is very high-yield and practical for medical educators.
Assessment: The book is a well-organized and thorough reference on learner remediation for all health professional educators. As all learners will face challenges, this book is a helpful resource for educators of health professional learners. Compared with the first edition, this second version has expanded its scope beyond the education of American medical students to include international and interprofessional health professional perspectives as well.

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