Struggling Medical Learners: A Competency-Based Approach to Improving Performance
Introduction Faculty must be trained to recognize, analyze, and provide feedback and resources to struggling medical learners. Training programs must be equipped to intervene when necessary with individualized remediation efforts to ensure learner success. Methods This 90-minute interactive faculty...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2018-08-01
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| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10739 |
| _version_ | 1819026273488338944 |
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| author | Heather Ridinger Jamie Cvengros James Gunn Pedro Tanaka Joseph Rencic Ara Tekian Yoon Soo Park |
| author_facet | Heather Ridinger Jamie Cvengros James Gunn Pedro Tanaka Joseph Rencic Ara Tekian Yoon Soo Park |
| author_sort | Heather Ridinger |
| collection | DOAJ |
| description | Introduction Faculty must be trained to recognize, analyze, and provide feedback and resources to struggling medical learners. Training programs must be equipped to intervene when necessary with individualized remediation efforts to ensure learner success. Methods This 90-minute interactive faculty development workshop provides a foundational competency-based framework for identifying and assisting the struggling medical learner. The workshop uses a mock academic promotions committee meeting addressing the case of a struggling undergraduate learner. The workshop was presented at two regional conferences, and participants completed an anonymous evaluation form containing 10 items on a 5-point Likert scale and two open-ended questions. Data were analyzed and a subgroup analysis performed using an independent t test and correlation. Qualitative data were read and coded for representative themes by two authors. Results Fifty-five participants completed an evaluation form. The quality of the workshop was high (M = 4.5, SD = 0.6); participants agreed that the learning objectives were achieved and relevant to their educational needs (M = 4.4, SD = 0.7). A significant positive correlation existed between perceived quality and the interactive elements (.70, p < .05) as well as the intention to apply learning (.60, p < .05). Written comments revealed six themes: role-play, resources, interaction with colleagues, modeling, relevant content, and the process of learning. Discussion The workshop's quality, relevance, and applicability were rated excellent among medical educators. Participants felt the interactive nature of the workshop was its most useful aspect, and a majority intended to apply the learning to their practice. |
| first_indexed | 2024-12-21T05:23:57Z |
| format | Article |
| id | doaj.art-3a810f4d1b9b4248b9d9fc6abc322737 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-21T05:23:57Z |
| publishDate | 2018-08-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-3a810f4d1b9b4248b9d9fc6abc3227372022-12-21T19:14:44ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652018-08-011410.15766/mep_2374-8265.10739Struggling Medical Learners: A Competency-Based Approach to Improving PerformanceHeather Ridinger0Jamie Cvengros1James Gunn2Pedro Tanaka3Joseph Rencic4Ara Tekian5Yoon Soo Park6Assistant Professor, Department of Internal Medicine, Vanderbilt University School of Medicine; Co-course Director, Foundations of Healthcare Delivery Course, Vanderbilt University School of MedicineAssociate Professor, Department of Behavioral Sciences, Rush Medical College of Rush University Medical Center; Director of Clinical Communication Training & Research, Rush Medical College of Rush University Medical CenterAssociate Professor, Physician Assistant Program, Midwestern University; Director of Didactic Education, Physician Assistant Program, Midwestern UniversityClinical Professor, Department of Anesthesiology, Stanford University School of Medicine; Associate Program Director, Anesthesiology Residency Program, Stanford University School of Medicine; Director, Teaching Scholars Program, Stanford University School of MedicineAssociate Professor, Department of Medicine, Tufts University School of Medicine; Associate Program Director, Internal Medicine Residency Program, Tufts University School of Medicine; Co-course Director, Introduction to Clinical Reasoning Course, Tufts University School of MedicineProfessor, Department of Medical Education, University of Illinois College of Medicine; Associate Dean for International Affairs, Department of Medical Education, University of Illinois College of MedicineAssociate Professor, Department of Medical Education, University of Illinois College of MedicineIntroduction Faculty must be trained to recognize, analyze, and provide feedback and resources to struggling medical learners. Training programs must be equipped to intervene when necessary with individualized remediation efforts to ensure learner success. Methods This 90-minute interactive faculty development workshop provides a foundational competency-based framework for identifying and assisting the struggling medical learner. The workshop uses a mock academic promotions committee meeting addressing the case of a struggling undergraduate learner. The workshop was presented at two regional conferences, and participants completed an anonymous evaluation form containing 10 items on a 5-point Likert scale and two open-ended questions. Data were analyzed and a subgroup analysis performed using an independent t test and correlation. Qualitative data were read and coded for representative themes by two authors. Results Fifty-five participants completed an evaluation form. The quality of the workshop was high (M = 4.5, SD = 0.6); participants agreed that the learning objectives were achieved and relevant to their educational needs (M = 4.4, SD = 0.7). A significant positive correlation existed between perceived quality and the interactive elements (.70, p < .05) as well as the intention to apply learning (.60, p < .05). Written comments revealed six themes: role-play, resources, interaction with colleagues, modeling, relevant content, and the process of learning. Discussion The workshop's quality, relevance, and applicability were rated excellent among medical educators. Participants felt the interactive nature of the workshop was its most useful aspect, and a majority intended to apply the learning to their practice.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10739Competency-Based EducationCompetency-Based Medical EducationRemediationStruggling Medical Learner |
| spellingShingle | Heather Ridinger Jamie Cvengros James Gunn Pedro Tanaka Joseph Rencic Ara Tekian Yoon Soo Park Struggling Medical Learners: A Competency-Based Approach to Improving Performance MedEdPORTAL Competency-Based Education Competency-Based Medical Education Remediation Struggling Medical Learner |
| title | Struggling Medical Learners: A Competency-Based Approach to Improving Performance |
| title_full | Struggling Medical Learners: A Competency-Based Approach to Improving Performance |
| title_fullStr | Struggling Medical Learners: A Competency-Based Approach to Improving Performance |
| title_full_unstemmed | Struggling Medical Learners: A Competency-Based Approach to Improving Performance |
| title_short | Struggling Medical Learners: A Competency-Based Approach to Improving Performance |
| title_sort | struggling medical learners a competency based approach to improving performance |
| topic | Competency-Based Education Competency-Based Medical Education Remediation Struggling Medical Learner |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10739 |
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