The View from the Dean’s Office

Buckvar-Keltz, Lynn

doi:10.1007/978-1-4614-9025-8_18

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…An applicant might also be motivated to disclose in response to application questions about challenges they have faced in their academic careers or attributes that might create a challenge in meeting standards of their desired field. One medical school dean has written about the technical standards that she had been involved in developing for making admissions decisions rather than simply attending to a disclosed physical or mental illness (Buckvar-Keltz, 2014). It is believed that this approach is more consistent with the ADA and Rehabilitation Act.…”

Section: Implications For Applicantsmentioning

confidence: 99%

The quandary: Disclosing a mental illness in applications to helping professional academic programs.

Salzer¹

2022

Stigma and Health

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An increasing number of college students are seeking services for mental health issues. Many of these students may be interested in pursuing graduate studies in a health-related discipline, such as psychology, social work, or medicine, to enhance their economic and personal well-being, as well as contribute to the health of others. However, they may experience a quandary in the course of completing their applications in that they may desire to disclose their mental illness as a driving motivation to pursue that field, or out of pride in their resilience in the face of such challenges, or feel obligated to disclose, but are unsure about whether such a disclosure will impact the likelihood of their being admitted to their desired program and discipline. This article reviews the current research literature about disclosure on applications, and especially in personal statements, across disciplines. Overall, while few studies have been conducted in this area, and some of them being quite old, the evidence consistently suggests that disclosing a mental illness on applications is considered by admissions committees, may be viewed unfavorably, and may diminish one's chances of getting admitted, even for strong applicants. The implications of these findings for applicants are discussed, including a call for caution when making a decision about disclosure, as well as implications for admissions' committees when reviewing such applications to avoid bias, and potential legal liability, as well as how they can demonstrate the values of the field in welcoming and embracing such applicants.

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Section: Implications For Applicantsmentioning

confidence: 99%

The quandary: Disclosing a mental illness in applications to helping professional academic programs.

Salzer¹

2022

Stigma and Health

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“…For instance, societal values (such as a patient’s protection from iatrogenic harm, or a disabled learner’s right to receive reasonable accommodations in the educational environment) should explicitly inform the extent to which learners should be given the opportunity to prove themselves as competent physicians. In addition, training programs must remember that litigation by failing learners rarely succeeds in the context of careful documentation [ 1 ], which should substantially obviate a defensive institutional stance towards failure.…”

Section: Towards a Systems Theory Of Remediationmentioning

confidence: 99%

“…Remediating failing learners is an essential part of medical education but one that can be taxing to the remediated, their remediators, and to health and educational systems in general [ 1 ]. Although there has been a growing focus on remediation in the medical education literature [ 2 ], it has tended to be on the mechanics of remediation or on matters of due process and defensibility.…”

Section: Introductionmentioning

confidence: 99%

To fail is human: remediating remediation in medical education

Kalet¹,

Chou²,

Ellaway

2017

Perspect Med Educ

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IntroductionRemediating failing medical learners has traditionally been a craft activity responding to individual learner and remediator circumstances. Although there have been moves towards more systematic approaches to remediation (at least at the institutional level), these changes have tended to focus on due process and defensibility rather than on educational principles. As remediation practice evolves, there is a growing need for common theoretical and systems-based perspectives to guide this work.MethodsThis paper steps back from the practicalities of remediation practice to take a critical systems perspective on remediation in contemporary medical education. In doing so, the authors acknowledge the complex interactions between institutional, professional, and societal forces that are both facilitators of and barriers to effective remediation practices.ResultsThe authors propose a model that situates remediation within the contexts of society as a whole, the medical profession, and medical education institutions. They also outline a number of recommendations to constructively align remediation principles and practices, support a continuum of remediation practices, destigmatize remediation, and develop institutional communities of practice in remediation.DiscussionMedical educators must embrace a responsible and accountable systems-level approach to remediation if they are to meet their obligations to provide a safe and effective physician workforce.

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“…The process of remediation is complex and imposes strain on teachers, students, and academic programs alike. 3 Remediation is an integral part of medical education as it affects the individual in training as well as the future professional as a part of the medical workforce. 4 It is generally accepted that early remediation is more effective to get the trainees back on track to the point of achieving uniformity with their peers.…”

Section: Introductionmentioning

confidence: 99%

Multifaceted remediation program: experience of a residency program to rescue residents who failed the American Board of Anesthesiology basic examination

Riveros-Pérez

Arthur

Jain

et al. 2018

AMEP

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ProblemPassing the American Board of Anesthesiology (ABA) basic examination is required to progress through anesthesiology training in USA. Failing the test may be related to medical knowledge gaps, presence of negative psychosocial factors, and/or individual approaches to learning. This article describes the experience of development and implementation of a multifaceted remediation program (MRP) in residents who failed the ABA basic test.InterventionThis is a retrospective analysis of four cases of residents who failed the ABA basic test between 2016 and 2017. The MRP is described. Pedagogical diagnosis, objectives, teaching strategies and assessment, and their constructive alignment are presented. Information regarding test performance is also presented.ContextThis study involves accredited anesthesiology residency program in USA. Outcomes: Four subjects (11% of program residents) failed the ABA basic test. Superficial approach to learning was observed in 100% of cases. The total possible number of participants was 4. The actual number of participants was 4, and the response rate was 100%. Four residents fell under 10th percentile on the first attempt, and 100% passed the test on the second attempt. There was 38% improvement in the number of failed keywords between the two attempts.Lessons learnedImplementation of the MRP developed at our institution is successful to remediate anesthesiology residents who fail the ABA basic examination. We learned that the deep analysis of learning approaches, psychosocial factors, and medical knowledge gaps can be used to develop a remediation program based on the constructive alignment between objectives, curriculum, and assessment.

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The View from the Dean’s Office

Cited by 4 publications

References 5 publications

The quandary: Disclosing a mental illness in applications to helping professional academic programs.

The quandary: Disclosing a mental illness in applications to helping professional academic programs.

To fail is human: remediating remediation in medical education

Multifaceted remediation program: experience of a residency program to rescue residents who failed the American Board of Anesthesiology basic examination

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