The role of the teacher in remediating at-risk medical students

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

doi:10.3109/0142159x.2012.689447

Cited by 44 publications

(78 citation statements)

References 102 publications

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“…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]. Others have commented on the difference between teachers' beliefs and behaviours [11,12], suggesting that direct observation and analysis of classroom action are essential components of educational research, providing insight into what actually happens rather than what people say or believe happens.…”

Section: Introductionmentioning

confidence: 90%

“…A small, stable community of inquiry [9,23] can, with institutional support [24], provide a safe space for students to learn these attitudes and behaviours. Within these groups, trusting relationships are central to the often uncomfortable work of mutual critique and constructive feedback that are necessary accompaniments to genuine change.…”

Section: Lessons Learned For Remediation Theory-practicementioning

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: 97%

“…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: 98%

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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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Section: Introductionmentioning

confidence: 90%

Section: Lessons Learned For Remediation Theory-practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

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

Winston

2015

Med.Sci.Educ.

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“…5 Moreover, a teacher-led, multi-ingredient remediation process supporting students' emotional needs and improving self-regulation and critical thinking is highly effective. 6 Minimal research has been published related to one-on-one instructor remediation, especially in the field of pharmacy. Most of these studies have occurred in the fields of nursing and medicine.…”

Section: Introductionmentioning

confidence: 99%

Effect of an Individualized Post-Examination Instructor Remediation on Pharmacy Student Performance in a Biochemistry Course

Wang

Cruthirds

Kendrach

2018

American Journal of Pharmaceutical Education

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Objective. To assess the effectiveness of a post-examination, one-on-one instructor remediation process on student performance in a pharmacy biochemistry course by measuring the degree of score improvement on a subsequent examination. Methods. Students who scored below 70% on any examination were encouraged to meet with the course coordinator. A typical remediation session lasts about 30 minutes, and covers academic preparation, study habits, concept understanding, application, critical thinking, time management, and stress control. Scores in two consecutive examinations were compared between students who underwent remediation and those who did not. All scores were adjusted for level of difficulty. Results. At-risk students with relatively lower scores are more likely to seek remediation. After receiving a score below 70%, students perform better on the next examination regardless of remediation. However, the remediation process results in a statistically significant 43% increase in the degree of improvement in student performance on the next examination. Conclusion. A post-examination, one-on-one remediation is effective in enhancing student performance in the biochemistry course. As this course is one of the two with the highest failure rates in the PharmD program, current intervention might improve student retention.

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