Description
Book SynopsisOn 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. Illustrative case 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.
Table of ContentsPart 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 Formation Challenges
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 of Physical 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
