Twelve tips for developing and maintaining a remediation program in medical education

Remediation in medical education, the process of facilitating corrections for physician trainees who are not on course to competence, predictably consumes significant institutional resources. Although remediation is a logical consequence of mandating, measuring, and reporting clinical competence, ma...

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Bibliographic Details
Published in:Medical teacher 2016-08, Vol.38 (8), p.787-792
Main Authors: Kalet, Adina, Guerrasio, Jeannette, Chou, Calvin L.
Format: Article
Language:English
Subjects:
Clinical Competence
Clinical skills
Competence
Competency-Based Education
Education, Medical
Educational evaluation
Educational leadership
Experts
Guidelines as Topic
Health education
Interdisciplinary aspects
Medical education
Pedagogy
Physicians
Program Development
Students, Medical
Trainees
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Summary:Remediation in medical education, the process of facilitating corrections for physician trainees who are not on course to competence, predictably consumes significant institutional resources. Although remediation is a logical consequence of mandating, measuring, and reporting clinical competence, many program leaders continue to take an unstructured approach toward organizing effective, efficient plans for struggling trainees, almost all of who will become practicing physicians. 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. We intend this summary to guide program leaders to build better remediation systems and emphasize that developing such systems is an important step toward enabling the transition from time-based to competency-based medical education.
ISSN:0142-159X
1466-187X
DOI:10.3109/0142159X.2016.1150983