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Tytuł pozycji:

Guidelines: The dos, don'ts and don't knows of remediation in medical education.

Tytuł :
Guidelines: The dos, don'ts and don't knows of remediation in medical education.
Autorzy :
Chou CL; Department of Medicine, University of California and Veterans Affairs Healthcare System, San Francisco, CA, USA. .
Kalet A; Department of Medicine, New York University School of Medicine, New York, NY, USA.
Costa MJ; Life and Health Sciences Research Institute, School of Medicine, University of Minho, Minho, Portugal.
Cleland J; Centre for Healthcare Education Research and Innovation (CHERI), University of Aberdeen, Aberdeen, UK.
Winston K; Department of Public Health and Primary Care, Cambridge University, Cambridge, UK.
Pokaż więcej
Źródło :
Perspectives on medical education [Perspect Med Educ] 2019 Dec; Vol. 8 (6), pp. 322-338.
Typ publikacji :
Journal Article
Język :
English
Imprint Name(s) :
Original Publication: [Houten] : Bohn Stafleu van Loghum
MeSH Terms :
Education, Medical/*standards
Guidelines as Topic/*standards
Remedial Teaching/*standards
Education, Medical/methods ; Humans ; Professional Competence/standards ; Remedial Teaching/methods
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Contributed Indexing :
Keywords: At-risk students*; Feedback*; Remediation*; Struggling learner*
Entry Date(s) :
Date Created: 20191108 Date Completed: 20200629 Latest Revision: 20200629
Update Code :
20201218
PubMed Central ID :
PMC6904411
DOI :
10.1007/s40037-019-00544-5
PMID :
31696439
Czasopismo naukowe
Introduction: Two developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies.
Methods: Collectively, we generated an initial list of Do's, Don'ts, and Don't Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus.
Results: We present 26 guidelines: two groupings of Do's (systems-level interventions and recommendations for individual learners), along with short lists of Don'ts and Don't Knows, and our interpretation of the strength of current evidence for each guideline.
Conclusions: Remediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.
Comment in: Perspect Med Educ. 2019 Dec;8(6):320-321. (PMID: 31820399)
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