Description
Remediation in medical education is the act of facilitating a correction for trainees who started out on the journey toward becoming excellent physicians but have moved off course. This book offers an evidence-based and practical approach to the identification and remediation of medical trainees who are unable to perform to standards. As assessment of clinical competence and professionalism has become more sophisticated and ubiquitous, medical educators increasingly face the challenge of implementing effective and respectful means to work with trainees who do not yet meet expectations of the profession and society. Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development. Adina L. Kalet, MD, MPH is a Professor of Medicine and Surgery at New York University and has conducted vast amounts of research on medical education over the course of her career. She is a member of the Society of General Internal Medicine and was recognized in 2008 with their National Award for Scholarship in Medical Education. She has directed the Primary Care Internal Medicine Residency, Medical Education for the Division of Primary Care, the Macy Initiative in Health Communication, and the Dean’s Task Force on Clinical Assessment, all at NYU. She has also served as a Principal Investigator for the NYS Department of Health’s project on medical school participation in ambulatory care and the co-director for the CDC’s course on preparing primary care physicians for the psychosocial aspects of bioterrorism. Calvin Chou, MD, PhD is Professor of Clinical Medicine at UCSF, and staff physician at the VA Medical Center in San Francisco. As a faculty member of the American Academy on Communication in Healthcare, he is nationally recognized for his efforts in education and research to enhance communication between patients and physicians. Currently he is director of VALOR, an innovative longitudinal program based at the VA that emphasizes humanistic clinical skill development for medical students. He also holds the first endowed Academy Chair in the Scholarship of Teaching and Learning at UCSF. He has delivered communication skills curricula for providers at medical centers across the country, including Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University. Table of Contents Part I: Presenting Problems and Symptoms Leading to Remediation Chapter 1. Defining and Assessing Competence Adina Kalet and Martin Pusic Chapter 2. An Example of a Remediation Program Adina Kalet, Linda Tewksbury, Jennifer Ogilvie, Sandra Yingling Chapter 3. “She Needs to Read More”: Helping trainees who struggle with medical knowledge Jeannette Guerrasio Chapter 4. Remediation of Interpersonal and Communication Skills Calvin Chou, James Bell, Carol Chou, and Anna Chang Chapter 5. Remediation of Physical Exam Skills Tahlia Spector and Cha-Chi Fung Chapter 6. Assessing and Remediating Clinical Reasoning Andrew Mutnick and Michael Barone Chapter 7. Remediating Lapses in Professionalism Muriel J Bebeau and Kathy Faber-Langendoen Part II: Contextual Factors Chapter 8. “You said, I heard”: Speaking the subtext in interracial conversations Elizabeth Brondolo and Kristy-Lee Jean-Pierre Chapter 9. Learning Differences and Medical Education Paul Yellin Chapter 10. “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees Sandra Yingling Chapter 11. Stress and Distress and Wellness Sarah Williams Chapter 12. Perspectives from a Psychiatrist in an Office of Advising Resources Laurie Raymond Part III: Resources Chapter 13. The Metacognitive Competency: The key to life-long learning Mark Quirk Chapter 14. Use of reflection as a remediation tool David Hatem Chapter 15. Feedback Denise Connor, Calvin Chou, and Denise Davis Chapter 16. Appreciative coaching: A positive process for remediation Maysel Kemp White and Peter Barnett Part IV: Systems Viewpoint Chapter 17. Preparing Program Directors to address unprofessional behavior Eve Caligor, Ze’ev Levin, and Emily Deringer Chapter 18. The view from the Dean’s office Lynn Buckvar-Keltz Chapter 19. Preparing to conduct remediation Adina Kalet and Sondra Zabar Chapter 20. “The Prognosis is Poor”: When to give up Jeannette Guerrasio Chapter 21. A Research Agenda for the Field of Remediation Calvin Chou, Adina Kalet, Karen Hauer Chapter 22: Epilogue: A Student’s Perspective on Remediation David Tawfik Appendix A: Contributor Biographies
