國立高雄大學圖資館 |

Remediation in medical educationa mid-course correction /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Remediation in medical educationedited by Adina Kalet, Calvin L. Chou.
其他題名:	a mid-course correction /
其他作者:	Kalet, Adina.
出版者:	Cham :Springer International Publishing :2023.
面頁冊數:	xxxv, 330 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	HumanismStudy and teaching.
電子資源:	https://doi.org/10.1007/978-3-031-32404-8
ISBN:	9783031324048$q(electronic bk.)

Remediation in medical educationa mid-course correction /
Remediation in medical educationa mid-course correction /[electronic resource] :edited by Adina Kalet, Calvin L. Chou. - Second edition. - Cham :Springer International Publishing :2023. - xxxv, 330 p. :ill. (some col.), digital ;24 cm.

Part I: Overview and Framing -- Chapter 1: Remediation: The Measure of a Profession -- Chapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions -- Chapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity -- Chapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner -- Chapter 5: The Learner's Experience of Remediation -- Chapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator -- Part II: Remediation by Competency -- Chapter 7: "They Need to Read More": Helping Trainees who Struggle with Knowledge Base -- Chapter 8: Remediation of Physical Examination Skills -- Chapter 9: Assessment and Remediation of Clinical Reasoning -- Chapter 10: Remediation for Technical Skills -- Chapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management -- Chapter 12: Remediation of Interpersonal and Communication Skills -- Chapter 13: Professionalism Lapses as Professional Identity Formation Challenges -- Chapter 14: Nuts and Bolts of Professionalism Remediation -- Chapter 15: Reflection and Narrative in Remediation -- Chapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement -- Part III: Special Topics -- Chapter 17: Learning Differences and Medical Education -- Chapter 18: Trainee Well-being and Remediation. - Chapter 19: Faculty Development: Preparing to Conduct Remediation -- Part IV: Systems, Legal, and Ethical Considerations - Undergraduate Medical Education and Interprofessional Schools -- Chapter 20: The View from Three Medical School Dean's Offices -- Chapter 21: Commentary From A Brazilian Medical Professor -- Chapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program -- Chapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University -- Chapter 24: Commentary from the Purdue University College of Pharmacy -- Chapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco -- Part V: Systems, Legal, and Ethical Considerations - Graduate Medical Education -- Chapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis -- Chapter 27: Commentary from the Oman Medical Specialty Board -- Chapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore -- Section VI: Systems, Legal, and Ethical Considerations - Preparing for Dismissal -- Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up -- Epilogue: A Student's Perspective on RemediationPart I: Overview and Framing -- Chapter 1: Remediation: The Measure of a Profession -- Chapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions -- Chapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity -- Chapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner -- Chapter 5: The Learner's Experience of Remediation -- Chapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator -- Part II: Remediation by Competency -- Chapter 7: "They Need to Read More": Helping Trainees who Struggle with Knowledge Base -- Chapter 8: Remediation of Physical Examination Skills -- Chapter 9: Assessment and Remediation of Clinical Reasoning -- Chapter 10: Remediation for Technical Skills -- Chapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management -- Chapter 12: Remediation of Interpersonal and Communication Skills -- Chapter 13: Professionalism Lapses as Professional Identity Formation Challenges -- Chapter 14: Nuts and Bolts of Professionalism Remediation -- Chapter 15: Reflection and Narrative in Remediation -- Chapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement -- Part III: Special Topics -- Chapter 17: Learning Differences and Medical Education -- Chapter 18: Trainee Well-being and Remediation -- Chapter 19: Faculty Development: Preparing to Conduct Remediation -- Part IV: Systems, Legal, and Ethical Considerations - Undergraduate Medical Education and Interprofessional Schools -- Chapter 20: The View from Three Medical School Dean's Offices -- Chapter 21: Commentary From A Brazilian Medical Professor -- Chapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program -- Chapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University -- Chapter 24: Commentary from the Purdue University College of Pharmacy -- Chapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco -- Part V: Systems, Legal, and Ethical Considerations - Graduate Medical Education -- Chapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis -- Chapter 27: Commentary from the Oman Medical Specialty Board -- Chapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore -- Section VI: Systems, Legal, and Ethical Considerations - Preparing for Dismissal -- Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up.

On a daily basis, health professions educators struggle to find effective and respectful ways of working with trainees who struggle to meet standards - most of whom will become practicing clinicians. Society allows and expects the health professions to regulate ourselves, and we must do so. The first edition of this book concentrated on medical student learners mainly in the United States. Since then, the literature has exploded, offering a wider range of remediation practices for all levels of learners in all health professions throughout the world. This new edition continues to offer evidence-based, theory-informed, and pragmatic approaches to identifying and remediating trainees who cannot yet perform to standards. Illustrative case studies frame practical and programmatic advice from experienced front-line educators. All original chapters have been updated, and there are 21 brand new chapters. Of the 73 chapter authors, 52 are new to this edition, broadening the book's relevance internationally and across the health professions. This book is required reading for all those committed to ensuring health professionals are ready and able to serve the health of the public.

ISBN: 9783031324048$q(electronic bk.)

Standard No.: 10.1007/978-3-031-32404-8doiSubjects--Topical Terms:

677514
Humanism
--Study and teaching.

LC Class. No.: R737 / .R45 2023

Dewey Class. No.: 610.71

Remediation in medical educationa mid-course correction /
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505 0 $a Part I: Overview and Framing -- Chapter 1: Remediation: The Measure of a Profession -- Chapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions -- Chapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity -- Chapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner -- Chapter 5: The Learner's Experience of Remediation -- Chapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator -- Part II: Remediation by Competency -- Chapter 7: "They Need to Read More": Helping Trainees who Struggle with Knowledge Base -- Chapter 8: Remediation of Physical Examination Skills -- Chapter 9: Assessment and Remediation of Clinical Reasoning -- Chapter 10: Remediation for Technical Skills -- Chapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management -- Chapter 12: Remediation of Interpersonal and Communication Skills -- Chapter 13: Professionalism Lapses as Professional Identity Formation Challenges -- Chapter 14: Nuts and Bolts of Professionalism Remediation -- Chapter 15: Reflection and Narrative in Remediation -- Chapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement -- Part III: Special Topics -- Chapter 17: Learning Differences and Medical Education -- Chapter 18: Trainee Well-being and Remediation. - Chapter 19: Faculty Development: Preparing to Conduct Remediation -- Part IV: Systems, Legal, and Ethical Considerations - Undergraduate Medical Education and Interprofessional Schools -- Chapter 20: The View from Three Medical School Dean's Offices -- Chapter 21: Commentary From A Brazilian Medical Professor -- Chapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program -- Chapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University -- Chapter 24: Commentary from the Purdue University College of Pharmacy -- Chapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco -- Part V: Systems, Legal, and Ethical Considerations - Graduate Medical Education -- Chapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis -- Chapter 27: Commentary from the Oman Medical Specialty Board -- Chapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore -- Section VI: Systems, Legal, and Ethical Considerations - Preparing for Dismissal -- Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up -- Epilogue: A Student's Perspective on RemediationPart I: Overview and Framing -- Chapter 1: Remediation: The Measure of a Profession -- Chapter 2: Toward a Programmatic Approach for Remediation: Evidence-based Goals for Institutions -- Chapter 3: Diversity, Inclusion, and Remediation: Excellence Requires Equity -- Chapter 4: The Metacognitive Competency: Becoming a Master Adaptive Learner -- Chapter 5: The Learner's Experience of Remediation -- Chapter 6: A Stepwise Approach to Remediation for the Frontline Clinician-Educator -- Part II: Remediation by Competency -- Chapter 7: "They Need to Read More": Helping Trainees who Struggle with Knowledge Base -- Chapter 8: Remediation of Physical Examination Skills -- Chapter 9: Assessment and Remediation of Clinical Reasoning -- Chapter 10: Remediation for Technical Skills -- Chapter 11: Evaluation and Remediation of Organization, Efficiency, and Time Management -- Chapter 12: Remediation of Interpersonal and Communication Skills -- Chapter 13: Professionalism Lapses as Professional Identity Formation Challenges -- Chapter 14: Nuts and Bolts of Professionalism Remediation -- Chapter 15: Reflection and Narrative in Remediation -- Chapter 16: Remediation Through the Lens of Systems-Based Practice and Practice-Based Learning and Improvement -- Part III: Special Topics -- Chapter 17: Learning Differences and Medical Education -- Chapter 18: Trainee Well-being and Remediation -- Chapter 19: Faculty Development: Preparing to Conduct Remediation -- Part IV: Systems, Legal, and Ethical Considerations - Undergraduate Medical Education and Interprofessional Schools -- Chapter 20: The View from Three Medical School Dean's Offices -- Chapter 21: Commentary From A Brazilian Medical Professor -- Chapter 22: Commentary from the University of Minnesota Bachelor of Science in Nursing (BSN) Program -- Chapter 23: Commentary from the Nell Hodgson Woodruff School of Nursing, Emory University -- Chapter 24: Commentary from the Purdue University College of Pharmacy -- Chapter 25: Commentary from the School of Physical Therapy, University of California, San Francisco -- Part V: Systems, Legal, and Ethical Considerations - Graduate Medical Education -- Chapter 26: The View from the Office of the Designated Institutional Officer (DIO), Washington University in St. Louis -- Chapter 27: Commentary from the Oman Medical Specialty Board -- Chapter 28: Commentary from the National Healthcare Group Family Medicine Residency, Singapore -- Section VI: Systems, Legal, and Ethical Considerations - Preparing for Dismissal -- Chapter 29: When the Prognosis is Poor: Documentation, The Law, and When and How to Give Up.
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