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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. |