Remediation in Medical Education : A Mid-Course Correction / edited by Adina Kalet, Calvin L. Chou.

Format:

Book

Author/Creator:

Kalet, Adina.

Contributor:

Chou, Calvin L.

Series:

Medicine Series

Language:

English

Subjects (All):

Family medicine.

Primary care (Medicine).

General Practice and Family Medicine.

Primary Care Medicine.

Local Subjects:

General Practice and Family Medicine.

Primary Care Medicine.

Physical Description:

1 online resource (342 pages)

Edition:

2nd ed. 2023.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2023.

Summary:

On a daily basis, health professions educators struggle to find effective and respectful ways of working with trainees who struggle to meet standards – most of whom will become practicing clinicians. Society allows and expects the health professions to regulate ourselves, and we must do so. The first edition of this book concentrated on medical student learners mainly in the United States. Since then, the literature has exploded, offering a wider range of remediation practices for all levels of learners in all health professions throughout the world. This new edition continues to offer evidence-based, theory-informed, and pragmatic approaches to identifying and remediating trainees who cannot yet perform to standards. Illustrativecase studies frame practical and programmatic advice from experienced front-line educators. All original chapters have been updated, and there are 21 brand new chapters. Of the 73 chapter authors, 52 are new to this edition, broadening the book’s relevance internationally and across the health professions. This book is required reading for all those committed to ensuring health professionals are ready and able to serve the health of the public.

Contents:

Part I: Overview and Framing

Chapter 1: Remediation: The Measure of a Profession

Chapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions

Chapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity

Chapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner

Chapter 5: The Learner’s Experience of Remediation

Chapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator

Part II: Remediation by Competency

Chapter 7: “They Need to Read More”: Helping Trainees who Struggle with Knowledge Base

Chapter 8: Remediation of Physical Examination Skills

Chapter 9: Assessment and Remediation of Clinical Reasoning

Chapter 10: Remediation for Technical Skills

Chapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management

Chapter 12: Remediation of Interpersonal and Communication Skills

Chapter 13: Professionalism Lapses as Professional Identity FormationChallenges

Chapter 14: Nuts and Bolts of Professionalism Remediation

Chapter 15: Reflection and Narrative in Remediation

Chapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement

Part III: Special Topics

Chapter 17: Learning Differences and Medical Education

Chapter 18: Trainee Well-being and Remediation. - Chapter 19: Faculty Development: Preparing to Conduct Remediation

Part IV: Systems, Legal, and Ethical Considerations – Undergraduate Medical Education and Interprofessional Schools

Chapter 20: The View from Three Medical School Dean’s Offices

Chapter 21: Commentary From A Brazilian Medical Professor

Chapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program

Chapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University

Chapter 24: Commentary from the Purdue University College of Pharmacy

Chapter 25: Commentary from the School ofPhysical Therapy, University of California, San Francisco

Part V: Systems, Legal, and Ethical Considerations – Graduate Medical Education

Chapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis

Chapter 27: Commentary from the Oman Medical Specialty Board

Chapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore

Section VI: Systems, Legal, and Ethical Considerations – Preparing for Dismissal

Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up

Epilogue: A Student’s Perspective on RemediationPart I: Overview and Framing

Chapter 5:The Learner’s Experience of Remediation

Chapter 13: Professionalism Lapses as Professional Identity Formation Challenges

Chapter 18: Trainee Well-being and Remediation

Chapter 19: Faculty Development: Preparing to Conduct Remediation

Chapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco

Chapter 28: Commentary from theNational Healthcare Group Family Medicine Residency, Singapore

Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9783031324048

3031324048

OCLC:

1395183670