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Assessment and Evaluation
- Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. JAMA, 287(2), 226-235. In this article, we will advance a definition of professional competence of physicians and trainees that expands on these 6 areas, perform an evidence-based critique of current methods of assessing these areas of competence, and propose new means for assessing residents and medical students.
- Tabish, S. A. (2008). Assessment methods in medical education. International Journal of Health Sciences, 2(2), 3-7. The effective and efficient delivery of healthcare requires not only knowledge and technical skills but also analytical and communication skills, interdisciplinary care, counseling, evidence- and system-based care. This warrants our assessment systems to be comprehensive, sound and robust enough to assess the requisite attributes along with testing for essential knowledge and skills. Assessment is entering every phase of
Debriefing
- Gardner, R. (2013). Introduction to debriefing. Seminars in Perinatology, 37(3), 166-174. This manuscript serves as an introduction to debriefing, covering a range of topics that include a brief review of its origin, the structure and process of debriefing—specifically in the context of simulation-based medical education, and factors that facilitate effective, successful debriefing.
Remediation
Remediation in Medical Education by
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.
Call Number: Available OnlineISBN: 9781461490258Publication Date: 2013-11-26
Remediation of the Struggling Medical Learner by
In this well-organized, insightful, and practical book, Jeannette Guerrasio, MD, generously shares her experience working with underperforming medical learners. Weaving real life examples of struggling learners with genuine faculty reactions, the author creates guidelines for identifying these learners, diagnosing their specific difficulties, and remediating their deficiencies. The experts agree that Remediation of the Struggling Medical Learner will benefit those who teach at all levels of medical training, from students through attending physicians.
Call Number: W 18 G934r 2018ISBN: 9780692988701Publication Date: 2017-12-01
Remediation Case Studies: Helping Struggling Medical Learners by
A companion volume to Remediation of the Struggling Medical Learner, 2nd Ed., this book provides detailed examples of medical faculty helping students and residents to overcome obstacles. Based on Dr. Guerrasio's highly regarded framework for diagnosing difficulties and improving learning, Remediation Case Studies presents 24 real-life cases. Contributors were asked to describe the students and residents who needed remediation and the strategies they used to help these learners. Dr. Guerrasio requested that instructors share what worked/what didn't work and, in hindsight, what might have worked better. By adding her own insightful comments about each case, Dr. Guerrasio has created a valuable resource for both new and experienced remediators.
Call Number: W 18 G934rc 2021ISBN: 9780578310633Publication Date: 2021-11-01
- Bennion, L. D., Durning, S. J., LaRochelle, J., Yoon, M., Schreiber-Gregory, D., Reamy, B. V., & Torre, D. (2018). Untying the gordian knot: Remediation problems in medical schools that need remediation. BMC Medical Education, 18(1). This position paper discusses on-going academic remediation challenges within the field of medical education. More specifically, we identify three common contemporary problems and propose four recommendations to strengthen remediation efforts.
- Chou, C. L., Kalet, A., Costa, M. J., Cleland, J., & Winston, K. (2019). Guidelines: The DOS, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education, 8(6), 322–338. 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.
- Ellaway, R. H., Chou, C. L., & Kalet, A. L. (2018). Situating Remediation: Accommodating Success and Failure in Medical Education Systems. Academic Medicine, 93(3), 391–398. This Perspective sets out a conceptual review of current practices and an argument for a holistic approach to remediation in the context of their parent medical education systems. The authors propose parameters for integrating remediation into CBME and describe a model based on five zones of practice along with the rules of engagement associated with each zone. The zones are “normal” curriculum, corrective action, remediation, probation, and exclusion. The authors argue that, by linking and integrating theory and practice in remediation with CBME, a more integrated systems-level response to differing degrees of learner difficulty and failure can be developed.
- Guerrasio, J., & Aagaard, E. M. (2014). Methods and outcomes for the remediation of clinical reasoning. Journal of General Internal Medicine, 29(12), 1607–1614. AIM: To assess the effectiveness of a standardized clinical reasoning remediation plan for medical learners at various stages of training.
- Guerrasio, J., Nogar, C., Rustici, M., Lay, C., & Corral, J. (2017). Study skills and test taking strategies for coaching medical learners based on identified areas of Struggle. MedEdPORTAL, 13, 10593. In coaching learners on study skills, we frequently found that the study skills that helped them get into medical school or residency were no longer sufficient to make them successful in their new program. Given that there are multiple study strategies available, faculty coaches need mechanisms to first tease out which skills are the issue and then provide targeted strategies specific to each learner.
- Kalet, A., Guerrasio, J., & Chou, C. L. (2016). Twelve tips for developing and maintaining a remediation program in medical education. Medical Teacher, 38(8), 787–792. Remediation in medical education, the process of facilitating corrections for physician trainees who are not on course to competence, predictably consumes significant institutional resources. The following 12 tips derive from a decade of remediation experience at each of the authors’ three institutions. It is informed by the input of a group of 34 interdisciplinary North American experts assembled to contribute two books on the subject.
- Merriam, S.B., McNeil, M.A. and Spagnoletti, C.L. (2019) ‘A 5-step framework for the assessment and remediation of a struggling medical learner in the clinical environment’, Southern Medical Journal, 112(3), pp. 135–136. doi:10.14423/smj.0000000000000939. Although these studies provide an overview of the necessary components in the evaluation of a struggling learner, none provides a practical guide for clinical teachers to attain the detailed information required for a thorough assessment. To meet this need, we have outlined a concrete approach to help clinical teachers appropriately diagnose the struggling learner’s core problem, obtain a comprehensive understanding of the deficit, and develop a targeted differential diagnosis.
- Steinert, Y. (2013). The “problem” learner: Whose problem is it? AMEE guide no. 76. Medical Teacher, 35(4), e1035-e1045. The goal of this Guide is to outline a framework for working with "problem" learners. This includes strategies for identifying and defining learners' problems, designing and implementing appropriate interventions, and assuring due process. The potential stress of medical school and residency training will also be addressed, as will a number of prevention strategies.