{"product_id":"remediation-in-medical-education-a-mid-course-correction-9783031324031","title":"Remediation in Medical Education: A Mid-Course Correction","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOn 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.  \u003c\/p\u003e\u003cp\u003e 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.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePart I: Overview and Framing\u003c\/p\u003e\u003cp\u003eChapter 1: Remediation: The Measure of a Profession\u003c\/p\u003e\u003cp\u003eChapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions\u003c\/p\u003eChapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner\u003c\/p\u003e\u003cp\u003eChapter 5: The Learner’s Experience of Remediation\u003c\/p\u003eChapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator\u003cp\u003e\u003c\/p\u003e\u003cp\u003ePart II: Remediation by Competency\u003c\/p\u003e\u003cp\u003eChapter 7: “They Need to Read More”: Helping Trainees who Struggle with Knowledge Base\u003c\/p\u003eChapter 8: Remediation of Physical Examination Skills\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapter 9: Assessment and Remediation of Clinical Reasoning\u003c\/p\u003e\u003cp\u003eChapter 10: Remediation for Technical Skills\u003c\/p\u003eChapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapter 12: Remediation of Interpersonal and Communication Skills\u003c\/p\u003e\u003cp\u003eChapter 13: Professionalism Lapses as Professional Identity Formation Challenges\u003c\/p\u003eChapter 14: Nuts and Bolts of Professionalism Remediation\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapter 15: Reflection and Narrative in Remediation\u003c\/p\u003e\u003cp\u003eChapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement\u003c\/p\u003ePart III: Special Topics\u003cp\u003e\u003c\/p\u003e\u003cp\u003eChapter 17: Learning Differences and Medical Education\u003c\/p\u003e\u003cp\u003eChapter 18: Trainee Well-being and Remediation\u003c\/p\u003eChapter 19: Faculty Development: Preparing to Conduct Remediation\u003cp\u003e\u003c\/p\u003e\u003cp\u003ePart IV: Systems, Legal, and Ethical Considerations – Undergraduate Medical Education and Interprofessional Schools Chapter 20: The View from Three Medical School Dean’s Offices\u003c\/p\u003e\u003cp\u003eChapter 21: Commentary From A Brazilian Medical Professor\u003c\/p\u003e\u003cp\u003eChapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program\u003c\/p\u003e\u003cp\u003eChapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University\u003c\/p\u003e\u003cp\u003eChapter 24: Commentary from the Purdue University College of Pharmacy\u003c\/p\u003eChapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco\u003cp\u003e\u003c\/p\u003e\u003cp\u003ePart V: Systems, Legal, and Ethical Considerations – Graduate Medical Education\u003c\/p\u003e\u003cp\u003eChapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis\u003c\/p\u003e\u003cp\u003eChapter 27: Commentary from the Oman Medical Specialty Board\u003c\/p\u003e\u003cp\u003eChapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore\u003c\/p\u003e\u003cp\u003eSection VI: Systems, Legal, and Ethical Considerations – Preparing for Dismissal\u003c\/p\u003eChapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":53195385405783,"sku":"9783031324031","price":44.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/bookcurl.com\/products\/remediation-in-medical-education-a-mid-course-correction-9783031324031","provider":"Book Curl","version":"1.0","type":"link"}