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Table of Contents
Intro
Foreword
Foreword
Preface
Acknowledgments
Contents
Contributors
Part I: Overview and Framing
1: Remediation: The Measure of a Profession
Introduction
Unpacking Remediation
Boundary Practices, Liminal Spaces
In Purgatorio
An Expanding Discourse
Scholarship and Remediation
The Better Angels of Our Nature?
References
2: Toward a Programmatic Approach for Remediation: Evidence-Based Goals for Institutions
Introduction
Phase 1: Setting Up the Institution's Remediation Process
Goal 1A: Ensure Due Process to Uphold the Professional Compact with Society, While Maintaining Empathy for Individual Learners' Struggles
Goal 1B: Ensure That Admissions and Selection Processes Correspond with Desired Outcomes, Including Diversifying the Workforce-And Don't Stop There
Goal 1C: Transparently Align Instructional Paradigms with Defined Outcomes
Goal 1D: Cultivate Effective Support Systems to Avert the Need for Remediation, Including Mentoring and Developing a Culture of Feedback
Mentoring
Culture of Feedback
Goal 1E: Promote the Availability of Remediation Resources to All Learners and Health Professions Education Community Members
Goal 1F: Support Faculty Development Initiatives for All Steps of the Remediation Process, Including Early Identification, Intervention, and Referral
Phase 2: Structural Elements of the Remediation Process
Goal 2A: Tailor Remediation Plans to Individual Learners' Needs
Goal 2B: Construct Effective and Nonjudgmental Processes to Share Evolving Information About Learners Who Struggle
Goal 2C: Avoid Conflicts of Interest When Distributing Remediation Roles
Phase 3: Supporting the Ultimate Decision
Goal 3A: Develop Compassionate "Off-Ramps" for Learners Who Must Discontinue Training
Conclusion
References
3: Diversity, Inclusion, and Remediation: Excellence Requires Equity
Introduction
The Social Identity Approach
Intrapersonal Work: An Inside Job
Implicit Bias
Interpersonal Work: Interacting with Learners
Start with "Location of Self"
Recognize and Diminish Stereotype Threat and Microaggressions
The Minority Taxes
Remediating Curricula and Systems
Remediation in the Twenty-First Century and Beyond
References
4: The Metacognitive Competency: Becoming a Master Adaptive Learner
Introduction
The Master Adaptive Learner Framework
The Planning Phase: Preparation for Future Learning
The Learning Phase: Aiming for Adaptive Expertise
The Assessment Phase: Feedback Fuels the Self-Regulated Learner
The Adjustment Phase: Learning by Individuals as a Driver for Organizational Change
Drivers of Metacognition and MAL: Curiosity, Motivation, Mindset, and Resilience
Conclusion
References
5: The Learner's Experience of Remediation
Introduction
What Learners Tell Us
Learners Prefer Active Remediation Approaches
Foreword
Foreword
Preface
Acknowledgments
Contents
Contributors
Part I: Overview and Framing
1: Remediation: The Measure of a Profession
Introduction
Unpacking Remediation
Boundary Practices, Liminal Spaces
In Purgatorio
An Expanding Discourse
Scholarship and Remediation
The Better Angels of Our Nature?
References
2: Toward a Programmatic Approach for Remediation: Evidence-Based Goals for Institutions
Introduction
Phase 1: Setting Up the Institution's Remediation Process
Goal 1A: Ensure Due Process to Uphold the Professional Compact with Society, While Maintaining Empathy for Individual Learners' Struggles
Goal 1B: Ensure That Admissions and Selection Processes Correspond with Desired Outcomes, Including Diversifying the Workforce-And Don't Stop There
Goal 1C: Transparently Align Instructional Paradigms with Defined Outcomes
Goal 1D: Cultivate Effective Support Systems to Avert the Need for Remediation, Including Mentoring and Developing a Culture of Feedback
Mentoring
Culture of Feedback
Goal 1E: Promote the Availability of Remediation Resources to All Learners and Health Professions Education Community Members
Goal 1F: Support Faculty Development Initiatives for All Steps of the Remediation Process, Including Early Identification, Intervention, and Referral
Phase 2: Structural Elements of the Remediation Process
Goal 2A: Tailor Remediation Plans to Individual Learners' Needs
Goal 2B: Construct Effective and Nonjudgmental Processes to Share Evolving Information About Learners Who Struggle
Goal 2C: Avoid Conflicts of Interest When Distributing Remediation Roles
Phase 3: Supporting the Ultimate Decision
Goal 3A: Develop Compassionate "Off-Ramps" for Learners Who Must Discontinue Training
Conclusion
References
3: Diversity, Inclusion, and Remediation: Excellence Requires Equity
Introduction
The Social Identity Approach
Intrapersonal Work: An Inside Job
Implicit Bias
Interpersonal Work: Interacting with Learners
Start with "Location of Self"
Recognize and Diminish Stereotype Threat and Microaggressions
The Minority Taxes
Remediating Curricula and Systems
Remediation in the Twenty-First Century and Beyond
References
4: The Metacognitive Competency: Becoming a Master Adaptive Learner
Introduction
The Master Adaptive Learner Framework
The Planning Phase: Preparation for Future Learning
The Learning Phase: Aiming for Adaptive Expertise
The Assessment Phase: Feedback Fuels the Self-Regulated Learner
The Adjustment Phase: Learning by Individuals as a Driver for Organizational Change
Drivers of Metacognition and MAL: Curiosity, Motivation, Mindset, and Resilience
Conclusion
References
5: The Learner's Experience of Remediation
Introduction
What Learners Tell Us
Learners Prefer Active Remediation Approaches