At-risk medical students: implications of students’ voice for the theory and practice of remediation

Winston, Kalman; Vleuten, Cees van der; Scherpbier, A. J. J. A.

doi:10.1111/j.1365-2923.2010.03759.x

Cited by 55 publications

(74 citation statements)

References 58 publications

(119 reference statements)

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“…Of these, the MSPRC placed 26 students (17 men and nine women) in formal remediation. Half (13) were identified by the MSPRC for not meeting year-end performance standards assessed via portfolios. The dean of student affairs referred the remaining 13 students based on faculty recommendation.…”

Section: Program Evaluationmentioning

confidence: 99%

“…7,12 We cannot assume all faculty have the time, resources, or expertise to Bfix the problem^or judge when learners have successfully remediated all deficiencies. 1,2,13 In light of these challenges, some institutions have built programs where teams of experts, from multiple professions, manage remediation processes. [5][6][7]12 Working together, such teams develop guidelines and best practices to provide more efficient and successful approaches to assist struggling learners.…”

Section: Introductionmentioning

confidence: 99%

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Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School

2015

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BACKGROUND: Remediation in the era of competencybased assessment demands a model that empowers students to improve performance. AIM: To examine a remediation model where students, rather than faculty, develop remedial plans to improve performance. SETTING/PARTICIPANTS: Private medical school, 177 medical students. PROGRAM DESCRIPTION: A promotion committee uses student-generated portfolios and faculty referrals to identify struggling students, and has them develop formal remediation plans with personal reflections, improvement strategies, and performance evidence. Students submit reports to document progress until formally released from remediation by the promotion committee. PROGRAM EVALUATION: Participants included 177 students from six classes (2009)(2010)(2011)(2012)(2013)(2014). Twenty-six were placed in remediation, with more referrals occurring during Years 1 or 2 (n=20, 76 %). Unprofessional behavior represented the most common reason for referral in Years 3-5. Remedial students did not differ from classmates (n=151) on baseline characteristics (Age, Gender, US citizenship, MCAT) or willingness to recommend their medical school to future students (p<0.05). Two remedial students did not graduate and three did not pass USLME licensure exams on first attempt. Most remedial students (92 %) generated appropriate plans to address performance deficits. DISCUSSION: Students can successfully design remedial interventions. This learner-driven remediation model promotes greater autonomy and reinforces self-regulated learning.

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Section: Program Evaluationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School

2015

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show abstract

“…In this course, we practice a form of shared control [34], whereby the course handbook specifies the skill or process to be practiced each week, while the students choose what to apply it to, with encouragement to work with basic science material they have previously found challenging. This flexibility balances individual and group needs, and students' feeling of autonomy is further enhanced when they are encouraged to explore, adapt and blend learning strategies to suit their own purposes [8].…”

Section: Course Designmentioning

confidence: 99%

“…This paper draws together the findings from a 6-year design-based practitioner-research project that followed the development of an Essential Lifelong Learning Skills (ELLS) course for at-risk medical students [4,[7][8][9][10]. Before elaborating on the core concepts that seem to be essential to successful Electronic supplementary material The online version of this article (doi:10.1007/s40670-015-0149-z) contains supplementary material, which is available to authorized users.…”

Section: Introductionmentioning

confidence: 99%

“…Subsequent exploration of student and teacher perspectives [8,9] yielded agreement that remediation is complex, should be mandatory, and needs to focus on students' affective and cognitive development. Interestingly, although students and teachers both described teacher behaviours similarly [9], a strong correlation (R=0.81) was found between teacher experience and long-term student outcomes [9,10].…”

Section: Introductionmentioning

confidence: 99%

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

Winston

2015

Med.Sci.Educ.

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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.

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When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum

Hortsch

Mangrulkar

2015

Anatomical Sciences Ed

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Gross anatomy and histology are now often taught as parts of an integrated medical or dental curriculum. Although this puts these foundational basic sciences into a wider educational context, students may not fully appreciate their importance as essential components of their medical education and may not develop a sufficient level of competency, as they are not stand-alone courses. The early identification of medical or dental students who struggle with anatomy or histology and the facilitation of adequate didactic support constitute a significant problem in an integrated curriculum. The timely intervention by an academic review board in combination with an individualized faculty-mediated counseling and remediation process may provide an effective solution to this problem.

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At-risk medical students: implications of students’ voice for the theory and practice of remediation

Cited by 55 publications

References 58 publications

Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School

Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School

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

When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum

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