图书简介
On a daily basis, health professions educators struggle to find effective and respectful means to work 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 as a routine part of education. The first edition of this book concentrated on medical student learners mainly in the United States; not only has the literature exploded since then, but the range of remediation practices in learners across all levels in all health professions throughout the world has also expanded. All this confirms that health professions education craves frameworks for understanding, diagnosing, and addressing the trainees who struggle and the training programs that work under stress to help them. In this book, we include interprofessional and international perspectives on evidence-based, theory-based, and practical approaches to identifying and remediating trainees who cannot yet perform to standards.For this edition, we continue with our successful formulae of presenting conceptual material and making extensive use of illustrative case studies to offer practical advice from experienced front-line educators. All original chapters have been extensively updated, and there are 21 entirely new chapters. Of the 73 chapter authors, 52 are new to this edition and include an expansion of the health professions and countries (e.g. Oman, The Netherlands, Canada) represented among them. Additional themes addressed in this edition include understanding how to use performance-based assessment data to differentiate the “failing trainee,” and cross-disciplinary conceptual models and theories that provide insight and strategies. We discuss the resources needed to remediate trainees, what areas are more or less amenable to remediation, and what can be expected of remediation programs. Our message is that this work has been successful, challenging, inspiring, and deeply appreciated.
Part 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.- Epilogue: A Student’s Perspective on RemediationPart 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:
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