Remediation in Medical Education

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

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.

"The aim of this book is to provide those of us who deal with medical learners in difficulty much-needed assistance in figuring out what is wrong and how to help. ... the book will be most useful to residency program directors (PD) as a reference work. It should be on every PD's shelf, as well as those of clerkship directors and those involved in student assessment, guidance, and remediation." (Paul Lazar, Family Medicine, stfm.org, June, 2015)