Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study

• Published in: Medical science educator 2015-09, Vol.25 (3), p.307-315
• Main Author: Winston, Kalman
• Format: Article
• Language: English
• Subjects: Education; Medical Education
• ISSN: 2156-8650; 2156-8650
• DOI: 10.1007/s40670-015-0149-z

With widening access and increased class sizes, there is potential for more struggling medical students in need of remediation. This paper draws together lessons learned from a 6-year case study of a successful remedial intervention programme at one institution. When considered alongside a broad range of literature, this work illuminates some core concepts that can inform remediation work in other contexts. Remediation programmes need to foster development of students’ affective, cognitive and metacognitive practices if they are to have long-term effects. The course design should be context dependent, collaborative, adaptive, and combine the learning of process and content. Participation should be mandatory, so that students can meet regularly in small stable groups over an extended period of time, with an experienced faculty facilitator who presses the group to pay close attention to the language of medicine. Successful remediation also needs a systemic perspective with clear administrative support, and transparent policies and expectations for all stakeholders. With all the essential ingredients in place, students who have struggled can go on to become successful, mindful physicians.