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Coaching and remediation
Workshop
Workshop
10:30 am
26 February 2024
M206
Session Program
Jean Klig1
James Kwan2, Minal Singh3, Adina Kalet4 and Calvin Chou5
1 Harvard Medical School
2 Tan Tock Seng Hospital, Singapore
3 The Unversity of Manchester
4 Medical College of Wisconsin
5 UCSF School of Medicine
James Kwan2, Minal Singh3, Adina Kalet4 and Calvin Chou5
1 Harvard Medical School
2 Tan Tock Seng Hospital, Singapore
3 The Unversity of Manchester
4 Medical College of Wisconsin
5 UCSF School of Medicine
BACKGROUND:
Evaluation and assessment data are essential to identifying struggling learners at all levels, with multifaceted assessments providing a key pathway to understand the trajectory of a student’s progress towards competency (Schuwirth et al. 2010). Surveillance of these data by progression review committees or competency committees can lead to summative decisions mandating remediation when there is insufficient progress. The grades, scores, narratives, and other feedback that are the basis of committee decisions thereby lay the groundwork for remediation to occur either as a brief support to course correct or as a more formal and extensive response to sustained underperformance (Ellaway et al. 2018).
Evaluation and assessment data are essential to identifying struggling learners at all levels, with multifaceted assessments providing a key pathway to understand the trajectory of a student’s progress towards competency (Schuwirth et al. 2010). Surveillance of these data by progression review committees or competency committees can lead to summative decisions mandating remediation when there is insufficient progress. The grades, scores, narratives, and other feedback that are the basis of committee decisions thereby lay the groundwork for remediation to occur either as a brief support to course correct or as a more formal and extensive response to sustained underperformance (Ellaway et al. 2018).
WHY IS THE TOPIC IMPORTANT FOR EDUCATIONAL PRACTICE?
There is often a gap between what is learned through performance data and what is ultimately learned directly with the student during development of an individualized remedial learning plan (Boileau, St-Onge, Audetat 2017). It is essential for faculty leaders to incorporate strategies for diagnosing the remedial learner, or assessing for remediation, to assure that a targeted remediation plan can be developed which promotes the best possible outcomes.
WORKSHOP FORMAT:
Participants will have the opportunity to engage around three topic areas pertaining to assessment for remediation during the workshop.
- We will first consider “does this learner need remediation?” via interactive case discussion and a brief presentation on both identifying the struggling learner and relevant assessment strategies, vis-à-vis how they are effective and what they miss.
- We will next brainstorm in groups on questions to clarify the sources of a learner’s struggles on individual and systemic levels, and then discuss achieving consistency in remediation through a next iteration of the initial case.
- We will end with a “troika” consultation exercise whereby each participant can present 1-2 real or sample cases and build ideas in a structured format that facilitates adapting strategies to home institutions, followed by closing comments and questions from the large group.
A range of educational strategies will be used to maximize participation and engagement during the workshop that include:
- brainstorming,
- brief presentations with audience input,
- small group discussion,
- skills practice.
WHO SHOULD PARTICIPATE?
- Faculty responsible for the remediation of struggling learners.
- Faculty leaders responsible for competency review and remediation decisions.
- Faculty leaders for educational planning.
LEVEL OF WORKSHOP:
Beginner/Intermediate
INTENDED WORKSHOP OUTCOMES:
- Identify common challenges to developing consistent remediation approaches to struggling learners and formulate possible solutions.
- Apply the knowledge, skills, and attitudes (KSA) framework to remediation and practice using common scenarios.
- Evaluate a categorical approach to diagnosing the remedial learner and apply it to common scenarios.
- Consider remediation approaches that can be applied at home institutions to advance the consistency and impact of remediation.
MAXIMUM NUMBER OF PARTICIPANTS: 100
References (maximum three)
Boileau, E., St-Onge, C., & Audétat, M.-C. (2017). Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature. Advances in Medical Education and Practice, 8, 89–97.
Ellaway, R. H., Chou, C. L., & Kalet, A. L. (2018). Situating remediation: Accommodating success and failure in medical education systems. Academic Medicine, 93(3), 391–398.
Schuwirth, L. W., & M Van Der Vleuten, C. P. (2011). Programmatic assessment: From assessment of learning to assessment for learning. 33, 478–485.
11:30 am
Developing coaches to support learners' longitudinal development
Alison Ledger - Academic Lead Staff Development - Academy for Medical Education, UQ Medical School, Asela Olupeliyawa - Senior Lecturer, Assessment - Academy for Medical Education, Medical School, University of Queensland, Helen Wozniak - Academic Lead Assessment - Academy for Medical Education, University of Queensland, Nalini Pather - Director, Academy For Medical Education - University of Queensland
Alison Ledger1
Helen Wozniak2, Nalini Pather1,3 and Asela Olupeliyawa4
1 Academy for Medical Education, Medical School, University of Queensland
2 Academy for Medical Education, Medical School, The University of Queensland 3 ANZAHPE
4 Academy for Medical Education, The University of Queensland
Helen Wozniak2, Nalini Pather1,3 and Asela Olupeliyawa4
1 Academy for Medical Education, Medical School, University of Queensland
2 Academy for Medical Education, Medical School, The University of Queensland 3 ANZAHPE
4 Academy for Medical Education, The University of Queensland
Background
Worldwide, medical schools are moving to assessment approaches that recognise the importance of longitudinal development and relationships in learning and assessment. Learning coach roles are increasingly being implemented to support students in reflective practice and goal setting. While several models of learning coaches have emerged, professional development for people in these roles remains critical. This workshop offers space to discuss the training and support for coaches who are tasked with supporting the longitudinal development of learners.
Worldwide, medical schools are moving to assessment approaches that recognise the importance of longitudinal development and relationships in learning and assessment. Learning coach roles are increasingly being implemented to support students in reflective practice and goal setting. While several models of learning coaches have emerged, professional development for people in these roles remains critical. This workshop offers space to discuss the training and support for coaches who are tasked with supporting the longitudinal development of learners.
Why is the topic important for research and/or practice?
Though coaching and mentoring relationships are a feature of programmatic assessment (Torre et al., 2021), implementing the learning coach role can be challenging. Previous authors have reported that tensions can arise for both learners and coaches, when coaches are responsible for both providing developmental support and contributing to high-stakes decision-making (Loosveld et al., 2023). In our own experience, it can be challenging for coaches to navigate theintersectionsofpastoralcare,developmentalsupport,andadviceregardingprogress. When developing learning coach models, questions arise regarding the required level of knowledge coaches need about the program, including its underpinning philosophies, assessment design, and student support mechanisms. This is particularly relevant when considering the role of the coach in clarifying expectations and managing tensions. Cross-institutional dialogue is therefore warranted to address these questions and advance faculty development for learning coaches.
Though coaching and mentoring relationships are a feature of programmatic assessment (Torre et al., 2021), implementing the learning coach role can be challenging. Previous authors have reported that tensions can arise for both learners and coaches, when coaches are responsible for both providing developmental support and contributing to high-stakes decision-making (Loosveld et al., 2023). In our own experience, it can be challenging for coaches to navigate theintersectionsofpastoralcare,developmentalsupport,andadviceregardingprogress. When developing learning coach models, questions arise regarding the required level of knowledge coaches need about the program, including its underpinning philosophies, assessment design, and student support mechanisms. This is particularly relevant when considering the role of the coach in clarifying expectations and managing tensions. Cross-institutional dialogue is therefore warranted to address these questions and advance faculty development for learning coaches.
Workshop format, including participant engagement methods
Our workshop is designed to promote and facilitate sharing of experiences on the role, expectations, and professional development of learning coaches. This discussion is intended to expand insights on the complexities of the role, and develop strategies for supporting and enhancing the role of learning coaches.
10mins – Acknowledgement of country, introductions and aims of workshop
20mins – Introduction to complexities of the learning coach role, including evidence and sharing of workshop facilitators’ experiences
45mins – Sharing of experiences in groups, supported by guiding questions.
15mins – Reporting back and discussion of lessons learned
Who should participate
This workshop is intended for Ottawa attendees who are contemplating or implementing coach programs and/or hold responsibility for staff development or student support
Level of workshop (beginner / intermediate / advanced)
Intermediate/advanced
Take-home messages / workshop outcomes / implications for further research or practice
By the end of the workshop, participants will be able to:
Intermediate/advanced
Take-home messages / workshop outcomes / implications for further research or practice
By the end of the workshop, participants will be able to:
- Consider the complexities of a learning coach role
- Identify key considerations when designing faculty development for coaches in their own context
- Develop strategies for supporting learning coaches to navigate the complexities of the role
Maximum number of participants 60
References (maximum three)
- Loosveld, L. M., Driessen, E. W., Theys, M., van Gerven, P. W. M., & Vanassche, E. 2023. Combining support and assessment in health professions education: Mentors’ and mentees’ experiences in a programmatic assessment context. Perspectives on Medical Education, 12(1), pp. 271-281.
- Torre, D., Rice, N. E., Ryan, A., Bok, H., Dawson, L. J., et al. 2021. Ottawa 2020 consensus statements for programmatic assessment 2: Implementation and practice. Medical Teacher, 43(10), pp. 1149-1160.