A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop
Introduction For medical educators, applying a systematic approach to working with struggling learners (learners in difficulty) can improve faculty success and satisfaction with the remediation process. Use of the familiar SOAP diagnostic framework can ensure that faculty develop a thorough differen...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2020-01-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10872 |
| _version_ | 1818404734943363072 |
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| author | Margaret Stafford Brian Johnson Danielle Hessler |
| author_facet | Margaret Stafford Brian Johnson Danielle Hessler |
| author_sort | Margaret Stafford |
| collection | DOAJ |
| description | Introduction For medical educators, applying a systematic approach to working with struggling learners (learners in difficulty) can improve faculty success and satisfaction with the remediation process. Use of the familiar SOAP diagnostic framework can ensure that faculty develop a thorough differential diagnosis and target their interventions to address underlying issues affecting learner success. Methods We developed a workshop to teach medical education faculty essential skills for supporting learners in difficulty. Teaching methods included didactic presentation, large-group discussion, and small-group work with role-plays. Over three 2-hour sessions, participants learned to assess a learner in difficulty, develop an initial remediation plan, and evaluate their learning system with the goal of improving support to learners in difficulty. Evaluation included pre- and postsession assessment of learner self-perceived confidence and skill with working with struggling learners, as well as brief postsession evaluation. Results Ninety-nine faculty participated in the Learners in Difficulty workshop over 7 years. Participants’ overall rating of the workshop was 4.9 (1 = poor, 5 = outstanding). Pre- and postworkshop evaluation showed a statistically significant increase in perceived self-confidence to “Meet the needs of a struggling learner,” from an average of 4.4 to 7.6 on a 10-point scale (mean Δ = 3.2; 95% confidence interval, 2.6–3.8; p < .001). Discussion This workshop provides a stepwise approach to working with learners in difficulty and assessing participants’ educational systems to identify strengths and weaknesses. Evaluations indicated participants felt more confident in their ability to engage in this topic following completion of the workshop. |
| first_indexed | 2024-12-14T08:44:52Z |
| format | Article |
| id | doaj.art-46e9aacf74cf400ea2b0ba78975915d1 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-14T08:44:52Z |
| publishDate | 2020-01-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-46e9aacf74cf400ea2b0ba78975915d12022-12-21T23:09:12ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652020-01-011610.15766/mep_2374-8265.10872A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development WorkshopMargaret Stafford0Brian Johnson1Danielle Hessler2Associate Professor, Department of Family and, Community Medicine, University of California, San Francisco, School of, Medicine; Lead, Family Medicine Faculty Development Fellowship, University of California, San Francisco, School of MedicineProgram Director, Contra Costa Family Medicine, Residency Program; Director, Family Medicine Faculty Development, Fellowship, University of California, San Francisco, School of MedicineAssociate Professor, Department of Family and, Community Medicine, University of California, San Francisco, School of, Medicine; Vice Chair of Research, Department of Family and Community, Medicine, University of California, San Francisco, School of MedicineIntroduction For medical educators, applying a systematic approach to working with struggling learners (learners in difficulty) can improve faculty success and satisfaction with the remediation process. Use of the familiar SOAP diagnostic framework can ensure that faculty develop a thorough differential diagnosis and target their interventions to address underlying issues affecting learner success. Methods We developed a workshop to teach medical education faculty essential skills for supporting learners in difficulty. Teaching methods included didactic presentation, large-group discussion, and small-group work with role-plays. Over three 2-hour sessions, participants learned to assess a learner in difficulty, develop an initial remediation plan, and evaluate their learning system with the goal of improving support to learners in difficulty. Evaluation included pre- and postsession assessment of learner self-perceived confidence and skill with working with struggling learners, as well as brief postsession evaluation. Results Ninety-nine faculty participated in the Learners in Difficulty workshop over 7 years. Participants’ overall rating of the workshop was 4.9 (1 = poor, 5 = outstanding). Pre- and postworkshop evaluation showed a statistically significant increase in perceived self-confidence to “Meet the needs of a struggling learner,” from an average of 4.4 to 7.6 on a 10-point scale (mean Δ = 3.2; 95% confidence interval, 2.6–3.8; p < .001). Discussion This workshop provides a stepwise approach to working with learners in difficulty and assessing participants’ educational systems to identify strengths and weaknesses. Evaluations indicated participants felt more confident in their ability to engage in this topic following completion of the workshop.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10872Faculty DevelopmentLearners in DifficultyRemediationCase-Based Learning |
| spellingShingle | Margaret Stafford Brian Johnson Danielle Hessler A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop MedEdPORTAL Faculty Development Learners in Difficulty Remediation Case-Based Learning |
| title | A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop |
| title_full | A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop |
| title_fullStr | A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop |
| title_full_unstemmed | A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop |
| title_short | A Systematic Approach to Working With Medical Learners in Difficulty: A Faculty Development Workshop |
| title_sort | systematic approach to working with medical learners in difficulty a faculty development workshop |
| topic | Faculty Development Learners in Difficulty Remediation Case-Based Learning |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10872 |
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