title: Twelve tips for developing and maintaining a remediation program in medical education.
abstract: Remediation in medical education, the process of facilitating corrections for physician trainees who are not on course to competence, predictably consumes significant institutional resources. Although remediation is a logical consequence of mandating, measuring, and reporting clinical competence, many program leaders continue to take an unstructured approach toward organizing effective, efficient plans for struggling trainees, almost all of who will become practicing physicians. The following 12 tips derive from a decade of remediation experience at each of the authors' three institutions. It is informed by the input of a group of 34 interdisciplinary North American experts assembled to contribute two books on the subject. We intend this summary to guide program leaders to build better remediation systems and emphasize that developing such systems is an important step toward enabling the transition from time-based to competency-based medical education.
authors.affiliation: a Department of Medicine , New York University School of Medicine , New York , NY , USA ;
authors.forename: Adina
authors.initials: A
authors.lastname: Kalet
authors.affiliation: b Department of Internal Medicine , University of Colorado School of Medicine , Denver , CO , USA ;
authors.forename: Jeannette
authors.initials: J
authors.lastname: Guerrasio
authors.affiliation: c Department of Medicine , University of California , San Francisco , CA , USA.
authors.forename: Calvin L
authors.initials: CL
authors.lastname: Chou
mesh_terms: D002983:Clinical Competence; D003162:Competency-Based Education; D004501:Education, Medical; D017408:Guidelines as Topic; D016730:Program Development; D013337:Students, Medical