2007
DOI: 10.47102/annals-acadmedsg.v36n9p725
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Helping Learners in Difficulty – The Incidence and Effectiveness of Remedial Programmes of the Medical Radiation Sciences Programme at University of Toronto and the Michener Institute for Applied Sciences, Toronto, Ontario, Canada

Abstract: Introduction: Academic difficulty can often be a significant problem for students in health professional programmes. Students in difficulty are often identified late in their training and run the risk of dismissal if remediation is not successful. Since the inception of the Medical Radiation Sciences Program (MRSP) at the University of Toronto, Faculty of Medicine, and the Michener Institute (MI) in 1999, a number of students have required remediation due to problems in the didactic or clinical component of th… Show more

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Cited by 19 publications
(2 citation statements)
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“…Yet, teaching and supervising it is complex as this process depends on the practitioners’ context and experience, partly results from automatic, implicit pattern recognition processes and implies a high cognitive load [ 1 , 2 ]. Between 7 and 28% of medical students encounter academic difficulties at some point in their curriculum [ 3–6 ] and most of them encounter cognitive difficulties including difficulties in clinical reasoning [ 7–11 ]. As most of these difficulties become apparent during clinical rotations, it is crucial to train clinical teachers in identifying and remediating them to facilitate the development of the learners’ competencies and ultimately ensure efficient clinical interventions and adequate patient care.…”
Section: Introductionmentioning
confidence: 99%
“…Yet, teaching and supervising it is complex as this process depends on the practitioners’ context and experience, partly results from automatic, implicit pattern recognition processes and implies a high cognitive load [ 1 , 2 ]. Between 7 and 28% of medical students encounter academic difficulties at some point in their curriculum [ 3–6 ] and most of them encounter cognitive difficulties including difficulties in clinical reasoning [ 7–11 ]. As most of these difficulties become apparent during clinical rotations, it is crucial to train clinical teachers in identifying and remediating them to facilitate the development of the learners’ competencies and ultimately ensure efficient clinical interventions and adequate patient care.…”
Section: Introductionmentioning
confidence: 99%
“…Reflecting on the submissions for this theme issue, the Editorial Committee thought of highlighting 2 features that might be of interest to the readers; firstly, defining and measuring outcome in the context of education and, secondly, the importance of contextual knowledge in medical education research. [1][2][3][4][5][6][7][8][9][10] "Outcomes in education" is a vast and complex construct that continues to challenge the educators. An idealistic view examines outcomes in medical education from the perspective of patient-related measures.…”
mentioning
confidence: 99%