Presentation Description
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.