The learning environment in remediation: a review

Summary Background The focus of this concise article is how best to support students to achieve success at medical school. Our aim is not to provide a guide to remediating under‐performance in medical students. This, in our view, implies an approach that fundamentally is about quick fixes for addres...

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Bibliographic Details
Published in:The clinical teacher 2018-02, Vol.15 (1), p.13-18
Main Authors: Cleland, Jennifer, Cilliers, Francois, Schalkwyk, Susan
Format: Article
Language:English
Subjects:
Cognitive Remediation
Education, Medical
Educational Measurement
Learning
Medically Underserved Area
Organizational Culture
Schools, Medical
Students, Medical - psychology
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Summary:Summary Background The focus of this concise article is how best to support students to achieve success at medical school. Our aim is not to provide a guide to remediating under‐performance in medical students. This, in our view, implies an approach that fundamentally is about quick fixes for addressing individual student deficits, such as intensive coaching of clinical skills to help a student scrape through a resit examination. Instead, we believe that student success is not solely the result of individual factors but rather relies on a complex range of factors, including the provision of a supportive environment. Methods We drew on our knowledge of a wide range of literature related to remediation and other medical education structures and functions. Our aim was to take a different perspective on the different dimensions of ‘remediation’ – the structural, curricular, ideological and individual – to consider how best to provide a supportive environment for all learners to progress towards the required outcomes. Conclusion Medical students are becoming increasingly diverse and medical curricula must create learning environments that support all students to thrive. Effective remediation should not be about intensive ‘teaching to test’ after examination failure. Rather, both the context and the individual have a role to play in ensuring the selection, teaching, assessment and feedback practices support the learning journeys of individuals. We provide guidance for faculty member development and engaging with students to help achieve this goal. Effective remediation should not be about intensive ‘teaching to test’ after examination failure
ISSN:1743-4971
1743-498X
DOI:10.1111/tct.12739