Skip to content
EvidenceHelixEvidenceLib · Scientific Encyclopedia
⌘ K

Scientific library

EvidenceLib encyclopediaAll articles A–Z2,835
Books209
All textbooksMedical textbooksHuman anatomyOrganisms & biodiversityOther sciences
Open-access articles1,406Cancer study catalog458How it is made

My workspace this browser

Saved pages0Notes & annotations0

Recently viewed

Explore by field

Cancer and Oncology182Genetics and Genomics170Neuroscience185Cardiovascular Medicine180Immunology142Pharmacology173Molecular Biology161Infectious Diseases150Rare and Inherited Diseases181Clinical Research173Anatomy and Physiology613Drugs and Chemicals621Psychiatry and Psychology185Public Health and Nutrition178Diagnostics and Medical Technology125Respiratory Medicine113Digestive System and Liver91Metabolism and Endocrine Disease177Bones, Joints, Muscles and Skin213Kidney, Urology and Women's Health173Eye, Ear, Nose and Throat55
Plans & pricingCompare EvidenceHelix workspace plans
Library›Open textbooks›Remediation programmes for practising doctors to restore patient safety: the RESTORE realist review›References

Continue where you left off ()

GO BEYOND THE PAGEReading is just the beginning.

Turn scientific reading into research. Compare studies, examine evidence, and organize your findings in EvidenceHelix Workspace.

Explore Research Workspace →

Remediation programmes for practising doctors to restore patient safety: the RESTORE realist review · References

References

CC BY 4.0 · NIHR Journals Library · approximately 20 min read

  1. Price T, Wong G, Withers L, Wanner A, Cleland J, Gale T, et al. Optimising the delivery of remediation programmes for doctors: a realist review. Med Ed Rev 2021;00:1–16. 10.1111/medu.14528
  2. Kalet A, Tewksbury L, Ogilvie JB, Yingling S. Foreword. In Kalet A, Chou CL, editors. Remediation in Medical Education. New York, NY: Springer; 2014. pp. xiii–xv. 10.1007/978-1-4614-9025-8
  3. Leape LL, Woods DD, Hatlie MJ, Kizer KW, Schroeder SA, Lundberg GD. Promoting patient safety by preventing medical error. JAMA 1998;280:1444–7. 10.1001/jama.280.16.14449801008
  4. Lillis S, Takai N, Francis S. Long-term outcomes of a remedial education program for doctors with clinical performance deficits. J Contin Educ Health Prof 2014;34:96–101. 10.1002/chp.2122724939351
  5. Humphrey C. Assessment and remediation for physicians with suspected performance problems: an international survey. J Contin Educ Health Prof 2010;30:26–36. 10.1002/chp.2005320222039
  6. Berrow D, Faw L, Jobanputra R. Analysis of the First 50 NCAS Assessment Cases: NCAS Evaluation, Research and Development. London: National Clinical Assessment Authority; 2005.
  7. Prescott-Clements L, Voller V, Bell M, Nestors N, van der Vleuten CPM. Rethinking remediation: a model to support the detailed diagnosis of clinicians’ performance problems and the development of effective remediation plans. J Contin Educ Health Prof 2017;37:245–54. 10.1097/CEH.000000000000017329189494
  8. Price T, Archer J. UK policy on doctor remediation: trajectories and challenges. J Contin Educ Health Prof 2017;37:207–11. 10.1097/CEH.000000000000016728834848
  9. Swanwick T, Whiteman J. Remediation: where does the responsibility lie? Postgrad Med J 2013;89:1–3. 10.1136/postgradmedj-2012-13164223257715
  10. Department of Health and Social Care. Remediation Report: Report of the Steering Group on Remediation. 2009. URL: www.aomrc.org.uk/wp-content/uploads/2016/04/Remediation_report_0310.pdf (accessed 8 October 2020).
  11. Hauer KE, Ciccone A, Henzel TR, Katsufrakis P, Miller SH, Norcross WA, et al. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med 2009;84:1822–32. 10.1097/ACM.0b013e3181bf317019940595
  12. Bourgeois-Law G, Teunissen PW, Regehr G. Remediation in practicing physicians: current and alternative conceptualizations. Acad Med 2018;93:1638–44. 10.1097/ACM.000000000000226629697432
  13. Bourgeois-Law G, Varpio L, Regehr G, Teunissen PW. Education or regulation? Exploring our underlying conceptualisations of remediation for practising physicians. Med Educ 2019;53:276–84. 10.1111/medu.1374530345526
  14. Kennedy T, Regehr G, Rosenfield J, Roberts SW, Lingard L. Exploring the gap between knowledge and behavior: a qualitative study of clinician action following an educational intervention. Acad Med 2004;79:386–93. 10.1097/00001888-200405000-0000615107277
  15. Mazmanian PE, Daffron SR, Johnson RE, Davis DA, Kantrowitz MP. Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change. Acad Med 1998;73:882–6. 10.1097/00001888-199808000-000139736848
  16. legislation.gov.uk. The Medical Profession (Responsible Officers) Regulations. 2010. URL: www.legislation.gov.uk/uksi/2010/2841/contents/made (accessed 8 October 2020).
  17. Conlon M, Kirk J. A Practical Guide for Responding to Concerns About Medical Practice. London: NHS England; 2019.
  18. Walshe K, Boyd A, Bryce M, Luscombe K, Tazzyman A, Tredinnick-Rowe J, Archer J. Implementing medical revalidation in the United Kingdom: findings about organisational changes and impacts from a survey of Responsible Officers. J R Soc Med 2017;110:23–30. 10.1177/014107681668355628084166
  19. NHS Litigation Authority. NHS Litigation Authority: Annual Report and Accounts 2015/16. 2016. URL: www.gov.uk/government/publications/nhs-litigation-authority-annual-report-and-accounts-2015-to-2016 (accessed 12 November 2020).
  20. Curtis L. Unit Costs of Health and Social Care 2012. Canterbury: PSSRU, University of Kent; 2012.
  21. British Medical Association. Staffing Crisis in NHS Laid Bare, as New BMA Analysis Shows that Three Quarters of Medical Specialities Face Shortage of Doctors. Press release, 7 December 2018.
  22. Robertson R, Wenzel L, Thompson J, Charles A. Understanding NHS Financial Pressures: How Are They Affecting Patient Care? London: The King’s Fund; 2017.
  23. Curtis L. Unit Costs of Health and Social Care 2014. Canterbury: PSSRU, University of Kent; 2014.
  24. General Medical Council. The State of Medical Education and Practice in the UK Report: 2015. URL: www.gmc-uk.org/publications/somep2015.asp (accessed 8 October 2020).
  25. Cleland J, Leggett H, Sandars J, Costa MJ, Patel R, Moffat M. The remediation challenge: theoretical and methodological insights from a systematic review. Med Educ 2013;47:242–51. 10.1111/medu.1205223398010
  26. Brennan N, Price T, Archer J, Brett J. Remediating professionalism lapses in medical students and doctors: a systematic review. Med Educ 2019;54:196–204. 10.1111/medu.1401631872509
  27. Lacasse M, Audétat MC, Boileau É, Caire Fon N, Dufour MH, Laferrière MC, et al. Interventions for undergraduate and postgraduate medical learners with academic difficulties: a BEME systematic review: BEME guide no. 56. Med Teach 2019;41:981–1001. 10.1080/0142159X.2019.159623931081426
  28. Wong G, Brennan N, Mattick K, Pearson M, Briscoe S, Papoutsi C. Interventions to improve antimicrobial prescribing of doctors in training: the IMPACT (IMProving Antimicrobial presCribing of doctors in Training) realist review. BMJ Open 2015;5:e009059.
  29. Pawson R. Evidence-based policy: the promise of ‘realist synthesis’. Evaluation 2002;8. 10.1177/135638902401462448
  30. Merton RK. Social Theory and Social Structure. New York, NY: The Free Press; 1968.
  31. Wong G, Greenhalgh T, Westhorp G, Pawson R. Realist methods in medical education research: what are they and what can they contribute? Med Educ 2012;46:89–96. 10.1111/j.1365-2923.2011.04045.x22150200
  32. Wong G, Brennan N, Mattick K, Pearson M, Briscoe S, Papoutsi C. Interventions to improve antimicrobial prescribing of doctors in training: the IMPACT (IMProving Antimicrobial presCribing of doctors in Training) realist review. BMJ Open 2015;5:e009059. 10.1136/bmjopen-2015-009059
  33. Pawson R, Greenhalgh T, Harvey G, Walshe K. Realist review – a new method of systematic review designed for complex policy interventions. J Health Serv Res Policy 2005;10:21–34. 10.1258/135581905430853016053581
  34. Price T, Brennan N, Cleland J, Prescott-Clements L, Wanner A, Withers L, et al. Remediating doctors’ performance to restore patient safety: a realist review protocol. BMJ Open 2018;8:e025943. 10.1136/bmjopen-2018-025943
  35. Wong G, Greenhalgh T, Westhorp G, Pawson R. Development of methodological guidance, publication standards and training materials for realist and meta-narrative reviews: the RAMESES (Realist And Meta-narrative Evidence Synthesis: Evolving Standards) project. Health Serv Deliv Res 2014;2(30). 10.3310/hsdr02300
  36. Greenhalgh T, Peacock R. Effectiveness and efficiency of search methods in systematic reviews of complex evidence: audit of primary sources. BMJ 2005;331:1064–5. 10.1136/bmj.38636.593461.6816230312
  37. Swanwick T. Understanding Medical Education: Evidence, Theory and Practice. 2nd edn. Hoboken, NJ: John Wiley & Sons; 2013. 10.1002/9781118472361
  38. Pawson R. Evidence-Based Policy: A Realist Perspective. Thousand Oaks, CA: Sage; 2006. 10.4135/9781849209120
  39. Papoutsi C, Mattick K, Pearson M, Brennan N, Briscoe M, Wong G. Interventions to improve antimicrobial prescribing of doctors in training (IMPACT): a realist review. Health Serv Deliv Res 2018;6(10). 10.3310/hsdr06100
  40. Krzyzaniak SM, Wolf SJ, Byyny R, Barker L, Kaplan B, Wall S, Guerrasio J. A qualitative study of medical educators’ perspectives on remediation: adopting a holistic approach to struggling residents. Med Teach 2017;39:967–74. 10.1080/0142159X.2017.133236228562135
  41. Shapiro J, Prislin MD, Larsen KM, Lenahan PM. Working with the resident in difficulty. Fam Med 1987;19:368–75.3678678
  42. Brown N, McAvoy P, Joffe M. Defining insight: a challenge that matters. Clin Teach 2014;11:170–3. 10.1111/tct.1212324802915
  43. Hays RB, Jolly BC, Caldon LJ, McCrorie P, McAvoy PA, McManus IC, Rethans JJ. Is insight important? Measuring capacity to change performance. Med Educ 2002;36:965–71. 10.1046/j.1365-2923.2002.01317.x12390465
  44. Kimatian SJ, Lloyd SH. Remediation and due process for trainees: setting the stage for future success. Int Anesthesiol Clin 2008;46:113–25. 10.1097/AIA.0b013e3181817b0418849738
  45. Leung FH, Ratnapalan S. A framework to teach self-reflection for the remedial resident. Med Teach 2011;33:e154–7. 10.3109/0142159X.2011.54319921345054
  46. Paice E. Identification and management of the underperforming surgical trainee. ANZ J Surg 2009;79:180–4. 10.1111/j.1445-2197.2008.04837.x19317785
  47. Shearer C, Bosma M, Bergin F, Sargeant J, Warren A. Remediation in Canadian medical residency programs: established and emerging best practices. Med Teach 2018:1–8. 10.1080/0142159X.2018.1436164
  48. Sullivan CMD, Arnold LPD. Assessment and Remediation in Programs of Teaching Professionalism. In Cruess RL, Cruess SR, Steinert Y, editors. Teaching Medical Professionalism. Cambridge: Cambridge University Press; 2008. pp. 124–49. 10.1017/CBO9780511547348.009
  49. Whiteman J, Jamieson A. Remediation with trust, assurance and safety. Educ Prim Care 2007;18:665–673. 10.1080/14739879.2007.11493604
  50. Wu JS, Siewert B, Boiselle PM. Resident evaluation and remediation: a comprehensive approach. J Grad Med Educ 2010;2:242–5. 10.4300/JGME-D-10-00031.121975628
  51. Parran TV, Pisman AR, Youngner SJ, Levine SB. Evolution of a remedial CME course in professionalism: addressing learner needs, developing content, and evaluating outcomes. J Contin Educ Health Prof 2013;33:174–9. 10.1002/chp.2118224078365
  52. Rougas S, Gentilesco B, Green E, Flores L. Twelve tips for addressing medical student and resident physician lapses in professionalism. Med Teach 2015;37:901–7. 10.3109/0142159X.2014.100173025665630
  53. Shapiro J, Whittemore A, Tsen LC. Instituting a culture of professionalism: the establishment of a center for professionalism and peer support. Jt Comm J Qual Patient Saf 2014;40:168–77. 10.1016/S1553-7250(14)40022-924864525
  54. Kalet A, Guerrasio J, Chou CL. Twelve tips for developing and maintaining a remediation program in medical education. Med Teach 2016;38:787–92. 10.3109/0142159X.2016.115098327049798
  55. Sargeant J, Bruce D, Campbell CM. Practicing physicians’ needs for assessment and feedback as part of professional development. J Contin Educ Health Prof 2013;33:54–62. 10.1002/chp.21202
  56. Warburton KM, Mahan JD. Coaching nephrology trainees who struggle with clinical performance. Clin J Am Soc Nephrol 2018;13:172–4. 10.2215/CJN.0727071729092892
  57. Arnold L, Sullivan C, Quaintance J. Remediation of Unprofessional Behavior. In Cruess RL, Cruess SR, Steinert Y, editors. Teaching Medical Professionalism: Supporting the Development of Professional Identity. Cambridge: Cambridge University Press; 2016. pp. 169–85. 10.1017/CBO9781316178485.014
  58. Papadakis MA, Paauw DS, Hafferty FW, Shapiro J, Byyny RL, Alpha Omega Alpha Honor Medical Society Think Tank. Perspective: the education community must develop best practices informed by evidence-based research to remediate lapses of professionalism. Acad Med 2012;87:1694–8. 10.1097/ACM.0b013e318271bc0b23095921
  59. Roberts NK, Williams RG, Klingensmith M, Sullivan M, Boehler M, Hickson G, et al. The case of the entitled resident: a composite case study of a resident performance problem syndrome with interdisciplinary commentary. Med Teach 2012;34:1024–32. 10.3109/0142159X.2012.71965422957508
  60. Walsh LA, Davies SJ, Gallen DD. Model of service provision for performance related issues in Wales school of postgraduate medical education. Med Educ Suppl 2010;3:196.
  61. Mahmood T. Dealing with trainees in difficulty. Facts Views Vis Obgyn 2012;4:18–23.24753884
  62. Sparks JW, Landrigan-Ossar M, Vinson A, Dearden J, Navedo AT, Waisel DB, Holzman RS. Individualized remediation during fellowship training. J Clin Anesth 2016;34:452–8. 10.1016/j.jclinane.2016.04.00427687433
  63. Decoteau MA, Rivera L, Umali K, Chan AD, Soballe P, Ignacio RC. A multimodal approach improves American Board of Surgery In-Training Examination scores. Am J Surg 2018;215:315–21. 10.1016/j.amjsurg.2017.10.03929275907
  64. Frankel RM, Hafferty FW. Educating for Professionalism. In Denberg T, Feldman MD, editors. Behavioral Medicine: A Guide for Clinical Practice. New York, NY: McGraw-Hill; 2014. pp. 514–20.
  65. Guerrasio J, Broadfoot KJ, Aagaard EM. Using simulation to remediate poor professional behaviors. J Gen Intern Med 2016;1:S853–4.
  66. Sanfey H, Williams R, Dunnington G. Recognizing residents with a deficiency in operative performance as a step closer to effective remediation. J Am Coll Surg 2013;216:114–22. 10.1016/j.jamcollsurg.2012.09.00823127792
  67. Bhatti NI, Ahmed A, Stewart MG, Miller RH, Choi SS. Remediation of problematic residents – a national survey. Laryngoscope 2016;126:834–8. 10.1002/lary.2559926393408
  68. Borman KR. Does academic intervention impact ABS qualifying examination results? Curr Surg 2006;63:367–72. 10.1016/j.cursur.2006.06.00717084764
  69. Domen RE. Resident remediation, probation, and dismissal basic considerations for program directors. Am J Clin Pathol 2014;141:784–90. 10.1309/AJCPSNPAP5R5NHUS24838321
  70. Kosir MA, Fuller L, Tyburski J, Berant L, Yu M. The Kolb learning cycle in American Board of Surgery In-Training Exam remediation: the Accelerated Clinical Education in Surgery course. Am J Surg 2008;196:657–62. 10.1016/j.amjsurg.2008.07.00418789412
  71. Mar C, Chang S, Forster B. Remedial training for the radiology resident: a template for optimization of the learning plan. Acad Radiol 2015;22:240–6. 10.1016/j.acra.2014.10.00525481977
  72. Mugford B. Performance and remediation in general practice training. Aust Fam Physician 2003;32:544–6.12901213
  73. Ratan RB, Pica AG, Berkowitz RL. A model for instituting a comprehensive program of remediation for at-risk residents. Obstet Gynecol 2008;112:1155–9. 10.1097/AOG.0b013e31818a6d6118978119
  74. Regan L, Hexom B, Nazario S, Chinai SA, Visconti A, Sullivan C. Remediation methods for milestones related to interpersonal and communication skills and professionalism. J Grad Med Educ 2016;8:18–23. 10.4300/JGME-D-15-00060.126913097
  75. Rehm CG, Rowland PA. The remedial year in the general surgery board certification process: how effective is it? Curr Surg 2005;62:644–50. 10.1016/j.cursur.2005.02.00116293502
  76. Egener B. Addressing physicians’ impaired communication skills. J Gen Intern Med 2008;23:1890–5. 10.1007/s11606-008-0778-718773248
  77. Kern DE, Wright SM, Carrese JA, Lipkin M, Simmons JM, Novack DH, et al. Personal growth in medical faculty: a qualitative study. West J Med 2001;175:92–8. 10.1136/ewjm.175.2.9211483549
  78. Smith CS, Stevens NG, Servis M. A general framework for approaching residents in difficulty. Fam Med 2007;39:331–6.17476606
  79. Samenow CP, Worley LL, Neufeld R, Fishel T, Swiggart WH. Transformative learning in a professional development course aimed at addressing disruptive physician behavior: a composite case study. Acad Med 2013;88:117–23. 10.1097/ACM.0b013e31827b4cc923165281
  80. Paglia MJ, Frishman G. The trainee in difficulty: a viewpoint from the USA. Obstet Gynaecol 2011;13:247–51. 10.1576/toag.13.4.247.27690
  81. Newman A, Donohue R, Eva N. Psychological safety: a systematic review of the literature. Hum Resour Manag Rev 2017;27:521–35. 10.1016/j.hrmr.2017.01.001
  82. Edmondson AC, Higgins M, Singer S, Weiner J. Understanding psychological safety in health care and education organizations: a comparative perspective. Res Hum Dev 2016;13:65–83. 10.1080/15427609.2016.1141280
  83. Hsiang-Te Tsuei S, Lee D, Ho C, Regehr G, Nimmon L. Exploring the construct of psychological safety in medical education. Acad Med 2019;94:S28–S35. 10.1097/ACM.000000000000289731365407
  84. Kalet A, Chou CL, Ellaway RH. To fail is human: remediating remediation in medical education. Perspect Med Educ 2017;6:418–24. 10.1007/s40037-017-0385-629071550
  85. Caldicott CV, d’Oronzio JC. Ethics remediation, rehabilitation, and recommitment to medical professionalism: a programmatic approach. Ethics Behav 2015;25:279–96. 10.1080/10508422.2014.930687
  86. d’Oronzio JC. Remedial ethics programs for physicians and dentists. J Am Coll Dent 2009;76:41–5.20415132
  87. Rumack CM, Guerrasio J, Christensen A, Aagaard EM. Academic remediation: why early identification and intervention matters. Acad Radiol 2017;24:730–3. 10.1016/j.acra.2016.12.02228343750
  88. Leung FH, Martin D, Batty H. A theory-based curriculum design for remediation of residents’ communication skills. Med Teach 2009;31:e555–9. 10.3109/0142159090284952919995156
  89. Swiggart WH, Dewey CM, Hickson GB, Finlayson AJ, Spickard WA. A plan for identification, treatment, and remediation of disruptive behaviors in physicians. Front Health Serv Manage 2009;25:3–11. 10.1097/01974520-200904000-00002
  90. Boiselle PM. A remedy for resident evaluation and remediation. Acad Radiol 2005;12:894–900. 10.1016/j.acra.2005.03.05616039543
  91. Katz ED, Dahms R, Sadosty AT, Stahmer SA, Goyal D, CORD-EM Remediation Task Force. Guiding principles for resident remediation: recommendations of the CORD remediation task force. Acad Emerg Med 2010;17:95–103. 10.1111/j.1553-2712.2010.00881.x
  92. Krzyzaniak S, Wolf S, Byyny R, Barker L, Kaplan B, Guerrasio J. A qualitative study of medical educators’ perspectives on resident remediation. West J Emerg Med 2016;17:S2.
  93. Liu J, Yucel K, Bedi HS. Radiology resident remediation: five important questions to ask. AJR Am J Roentgenol 2016;206:1045–8. 10.2214/AJR.15.1555126998953
  94. Grant WD. Identification and restoration of lapsed skills for primary care providers. Int J Psychiatry Med 1998;28:147–57. 10.2190/Q2C0-9F11-FJYL-23H79617654
  95. Hanna E, Premi J, Turnbull J. Results of remedial continuing medical education in dyscompetent physicians. Acad Med 2000;75:174–6. 10.1097/00001888-200002000-0001710693851
  96. Kluger AN, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull 1996;119:254.
  97. Arnold L. Responding to the professionalism of learners and faculty in orthopaedic surgery. Clin Orthop Relat Res 2006;449:205–13. 10.1097/01.blo.0000224034.00980.9e16735875
  98. Nelson R. Remediation through personalized CME (part II). Iowa Med 1993;83:306.8407235
  99. Hickson GB, Pichert JW, Webb LE, Gabbe SG. A complementary approach to promoting professionalism: identifying, measuring, and addressing unprofessional behaviors. Acad Med 2007;82:1040–8. 10.1097/ACM.0b013e31815761ee17971689
  100. Grant WD. An individualized educational model for the remediation of physicians. Arch Fam Med 1995;4:767–72. 10.1001/archfami.4.9.7677647942
  101. Brennan N, Bryce M, Pearson M, Wong G, Cooper C, Archer J. Towards an understanding of how appraisal of doctors produces its effects: a realist review. Med Educ 2017;51:1002–13. 10.1111/medu.1334828758237
  102. Merton RK, Merton RC. Social Theory and Social Structure. New York, NY: Simon and Schuster; 1968.
  103. Archer MS, Elder-Vass D. Cultural system or norm circles? An exchange. Eur J Soc Theory 2012;15:93–115. 10.1177/1368431011423592
  104. Elder-Vass D. The Causal Power of Social Structures: Emergence, Structure and Agency. Cambridge: Cambridge University Press; 2010. 10.1017/CBO9780511761720
  105. Terry DJ, Hogg MA, White KM. The theory of planned behaviour: self-identity, social identity and group norms. Br J Soc Psychol 1999;38:225–44. 10.1348/01446669916414910520477
  106. Cox A. What are communities of practice? A comparative review of four seminal works. Journal Inf Sci 2005;31:527–40. 10.1177/0165551505057016
  107. Handley K, Sturdy A, Fincham R, Clark T. Within and beyond communities of practice: making sense of learning through participation, identity and practice. J Manag Stud 2006;43:641–53. 10.1111/j.1467-6486.2006.00605.x
  108. Lave J, Wenger E. Legitimate Peripheral Participation in Communities of Practice. In Clarke J, Hanson A, Harrison R, Reeve F, editors. Supporting Lifelong Learning. Abingdon: Routledge; 2001. pp. 121–36.
  109. Parboosingh JT. Physician communities of practice: where learning and practice are inseparable. J Contin Educ Health Prof 2002;22:230–6. 10.1002/chp.134022040712613058
  110. Goulet F, Gagnon R, Gingras ME. Influence of remedial professional development programs for poorly performing physicians. J Contin Educ Health Prof 2007;27:42–8. 10.1002/chp.9317385737
  111. Shah S, Knowlden S, Fisher R, Harris M, Yeo G. General practice trainees in the ‘borderline’ zone of competence: the experience of remediation at a regional general practice training and education centre. Educ Gen Pract 1997;8:102–11.
  112. Rhydderch M, Matthews P, Beech M. The advanced training practice network: providing prescribed further training for general practitioners in Wales. Educ Prim Care 2007;18:572–81. 10.1080/14739879.2007.11493590
  113. Pittam G, Boyce M, Secker J, Lockett H, Samele C. Employment advice in primary care: a realistic evaluation. Health Soc Care Community 2010;18:598–606. 10.1111/j.1365-2524.2010.00929.x20500226
  114. Montano DE, Kasprzyk D. Theory of Reasoned Action, Theory of Planned Behavior, and the Integrated Behavioral Model. In Glanz K, Rimer BK, Viswanath K, editors. Health Behavior: Theory, Research and Practice. Hoboken, NJ: Wiley; 2015. pp. 95–124.
  115. Guevara M, Grewald Y, Hutchinson K, Amoateng-Adjepong Y, Manthous C. Individualized education plans in medical education. Conn Med 2011;75:537–40.22308641
  116. Durning SJ, Cleary TJ, Sandars J, Hemmer P, Kokotailo P, Artino AR. Perspective: viewing ‘strugglers’ through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation. Acad Med 2011;86:488–95. 10.1097/ACM.0b013e31820dc38421346503
  117. Harthun NL, Schirmer BD, Sanfey H. Remediation of low ABSITE scores. Curr Surg 2005;62:539–42. 10.1016/j.cursur.2005.04.02016125617
  118. Katz ED, Goyal DG, Char D, Coopersmith CM, Fried ED. A novel concept in residency education: case-based remediation. J Emerg Med 2013;44:493–8. 10.1016/j.jemermed.2012.09.03123237659
  119. Cerda JJ, Van Susteren TJ, Hatch R, Herkov M. Remedial education: can this doctor be saved? Trans Am Clin Climatol Assoc 2000;111:188–96.10881342
  120. Goulet F, Jacques A, Gagnon R. An innovative approach to remedial continuing medical education, 1992–2002. Acad Med 2005;80:533–40. 10.1097/00001888-200506000-0000415917355
  121. Guerrasio J, Garrity MJ, Aagaard EM. Learner deficits and academic outcomes of medical students, residents, fellows, and attending physicians referred to a remediation program, 2006–2012. Acad Med 2014;89:352–8. 10.1097/ACM.000000000000012224362382
  122. Rosenblatt MA, Schartel SA. Evaluation, feedback and remediation in anesthesiology residency training: a survey of 124 United States programs. J Educ Perioper Med 1999;1:E006. 10.1016/S0952-8180(99)00084-727390794
  123. Visconti A, Gaeta T, Cabezon M, Briggs W, Pyle M. Focused board intervention (FBI): a remediation program for written board preparation and the medical knowledge core competency. J Grad Med Educ 2013;5:464–7. 10.4300/JGME-D-12-00229.124404311
  124. Martiny-Huenger T, Martiny SE, Gollwitzer PM. Action Control by If-Then Plans: Explicating the Mechanisms of Strategic Automacity. In Haggard P, Eitam B, editors. The Sense of Agency. Oxford: Oxford University Press; 2015. pp. 63–94. 10.1093/acprof:oso/9780190267278.003.0003
  125. Zimmerman BJ. Self-efficacy: an essential motive to learn. Contemp Educ Psychol 2000;25:82–91. 10.1006/ceps.1999.101610620383
  126. Goldberg A, Samuelson S, Levine A, DeMaria S. High-stakes simulation-based assessment for retraining and returning physicians to practice. Int Anesthesiol Clin 2015;53:70–80. 10.1097/AIA.000000000000007926397786
  127. Bulstrode C, Hunt V, Hamilton L, Briggs T, Hilton C. Retraining: can do, will do? A practical guide to process and pitfalls. Surg-J R Coll Surg E 2005;3:261–4. 10.1016/S1479-666X(05)80088-5
  128. Ehrlinger J, Johnson K, Banner M, Dunning D, Kruger J. Why the unskilled are unaware: further explorations of (absent) self-insight among the incompetent. Organ Behav Hum Decis Process 2008;105:98–121. 10.1016/j.obhdp.2007.05.00219568317
  129. Hodges B, Regehr G, Martin D. Difficulties in recognizing one’s own incompetence: novice physicians who are unskilled and unaware of it. Acad Med 2001;76:S87–9. 10.1097/00001888-200110001-0002911597883
  130. Kruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psychol 1999;77:1121. 10.1037/0022-3514.77.6.112110626367
  131. Kruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Psychol 2009;1:30–46.
  132. Schlösser T, Dunning D, Johnson KL, Kruger J. How unaware are the unskilled? Empirical tests of the ‘signal extraction’ counterexplanation for the Dunning–Kruger effect in self-evaluation of performance. J Econ Psychol 2013;39:85–100. 10.1016/j.joep.2013.07.004
  133. Krzyzaniak S, Wolf S, Byyny R, Kaplan B, Barker L, Guerrasio J. Barriers to the remediation of struggling learners: a qualitative study. West J Emerg Med 2016;17:S4.
  134. Bourgeois-Law G, Teunissen PW, Varpio L, Regehr G. Attitudes towards physicians requiring remediation: one-of-us or not-like-us? Acad Med 2019;94:S36–S41. 10.1097/ACM.000000000000289631365392
  135. Gunderman RB, Rackson M. Identifying and helping struggling residents. J Am Coll Radiol 2006;3:485–8. 10.1016/j.jacr.2006.02.01617412108
  136. Andrews M, Artino AR, Douglas KM, DeZee K. Self-regulated learning and standardized test performance in internal medicine residents. J Gen Intern Med 2015;2:S505–6.
  137. Grams GD, Longhurst MF, Whiteside CB. The faculty experience with the ‘troublesome’ family practice resident. Fam Med 1992;24:197–200.1577212
  138. Jolly J, Bowie P, Price J, Mason M, Dinwoodie M. Qualitative evaluation of an educational intervention to reduce medicolegal risks for medical doctors experiencing significantly more cases than their peers in the UK and Ireland. BMJ Open 2018;8:e020838. 10.1136/bmjopen-2017-020838
  139. Torbeck L, Canal DF. Remediation practices for surgery residents. Am J Surg 2009;197:397–402. 10.1016/j.amjsurg.2008.10.00819245922
  140. Raman HS, Limbrick DD, Ray WZ, Coble DW, Church S, Dacey RG, Zipfel GJ. Prevalence, management, and outcome of problem residents among neurosurgical training programs in the United States. J Neurosurg 2018;130:322–6. 10.3171/2017.8.JNS17171929498572
  141. Sanfey H, Darosa DA, Hickson GB, Williams B, Sudan R, Boehler ML, et al. Pursuing professional accountability: an evidence-based approach to addressing residents with behavioral problems. Arch Surg 2012;147:642–7. 10.1001/archsurg.2012.83222802059
  142. Ellaway RH, Chou CL, Kalet AL. Situating remediation: accommodating success and failure in medical education systems. Acad Med 2018;93:391–8. 10.1097/ACM.000000000000185528767496
  143. Boileau E, St-Onge C, Audétat MC. Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature. Adv Med Educ Pract 2017;8:89–97. 10.2147/AMEP.S12341028176916
  144. Warburton KM, Goren E, Dine CJ. Comprehensive assessment of struggling learners referred to a graduate medical education remediation program. J Grad Med Educ 2017;9:763–7. 10.4300/JGME-D-17-00175.129270269
  145. Stirling K, Hogg G, Ker J, Anderson F, Hanslip J, Byrne D. Using simulation to support doctors in difficulty. Clin Teach 2012;9:285–9. 10.1111/j.1743-498X.2012.00541.x22994464
  146. Rittel HW, Webber MM. Dilemmas in a general theory of planning. Policy Sci 1973;4:155–69. 10.1007/BF01405730
  147. Bennion LD, Durning SJ, LaRochelle J, Yoon M, Schreiber-Gregory D, Reamy BV, Torre D. Untying the Gordian knot: remediation problems in medical schools that need remediation. BMC Med Educ 2018;18:120. 10.1186/s12909-018-1219-x29855302
  148. Klee R. Introduction to the Philosophy of Science: Cutting Nature at its Seams. Oxford: Oxford University Press; 1997.
  149. Prochaska JO, Velicer WF. The transtheoretical model of health behavior change. Am J Health Promot 1997;12:38–48. 10.4278/0890-1171-12.1.3810170434
  150. Ajzen I. The theory of planned behaviour: reactions and reflections. Psychol Health 2011;26:1113–27. 10.1080/08870446.2011.61399521929476
  151. Cosman BC, Alverson AD, Boal PA, Owens EL, Norcross WA. Assessment and remedial clinical education of surgeons in California. Arch Surg 2011;146:1411–15. 10.1001/archsurg.2011.20822288085
  152. Finan P. How to identify & deal with the unsafe or under performing surgeon. Colorectal Dis 2011;5:32.
  153. Norcross WA, Henzel TR, Freeman K, Milner-Mares J, Hawkins RE. Toward meeting the challenge of physician competence assessment: the University of California, San Diego physician assessment and clinical education (PACE) program. Acad Med 2009;84:1008–14. 10.1097/ACM.0b013e3181ad199c19638764
  154. Berrow D, Humphrey C, Field R, Jobanputra R, Faw L. Clarifying concerns about doctors’ clinical performance: what is the contribution of assessment by the national clinical assessment service? J Health Organ Manag 2007;21:333–43. 10.1108/1477726071075178017713192
  155. Farmer EA, Beard JD, Dauphinee WD, LaDuca T, Mann KV. Assessing the performance of doctors in teams and systems. Med Educ 2002;36:942–8. 10.1046/j.1365-2923.2002.01311.x12390462
  156. Grol R. Changing physicians’ competence and performance: finding the balance between the individual and the organization. J Contin Educ Health Prof 2002;22:244–51. 10.1002/chp.134022040912613060
  157. Leape LL, Fromson JA. Problem doctors: is there a system-level solution? Ann Intern Med 2006;144:107–15. 10.7326/0003-4819-144-2-200601170-0000816418410
  158. Ng SL, Kinsella EA, Friesen F, Hodges B. Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Med Educ 2015;49:461–75. 10.1111/medu.1268025924122
  159. Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach 2009;31:685–95. 10.1080/0142159090305037419811204
  160. Remedial program good for those who can improve. Hosp Peer Rev 2001;26:119–21.11556224
  161. Norton PG, Ginsburg LS, Dunn E, Beckett R, Faulkner D. Educational interventions to improve practice of nonspecialty physicians who are identified in need by peer review. J Contin Educ Health Prof 2004;24:244–52. 10.1002/chp.134024040815709564
  162. Remediation Steering Group. Remediation Report: Report of the Steering Group on Remediation. London: Department of Health and Social Care; 2011.
  163. Adams KE, Emmons S, Romm J. How resident unprofessional behavior is identified and managed: a program director survey. Am J Obstet Gynecol 2008;198:692.e1–4. 10.1016/j.ajog.2008.03.02318538156
  164. Andrews MA, Kelly WF, DeZee KJ. Why does this learner perform poorly on tests? Using self-regulated learning theory to diagnose the problem and implement solutions. Acad Med 2016;1:1.
  165. Audetat MC, Voirol C, Beland N, Fernandez N, Sanche G. Remediation plans in family medicine residency. Can Fam Physician 2015;61:e425–34.
  166. Barrett A, Galvin R, Steinert Y, Scherpbier A, O’Shaughnessy A, Horgan M, Horsley T. A BEME (best evidence in medical education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME guide no. 43. Med Teach 2016;38:1188–98. 10.1080/0142159X.2016.121541327626710
  167. Lee SM, Lee MC, Reed DA, Halvorsen AJ, Berbari EF, Mcdonald FS, Beckman TJ. Success of a faculty development program for remediating clinical teachers. J Gen Intern Med 2014;1:S214.
  168. Brooks R, Robb A, Tabak D. A remedial course on interviewing skills. Acad Med 1996;71:560. 10.1097/00001888-199605000-0009010676308
  169. Edeiken BS. Remedial program for diagnostic radiology residents. Invest Radiol 1993;28:269–74. 10.1097/00004424-199303000-000258486497
  170. Gas BL, Buckarma EH, Mohan M, Pandian TK, Farley DR. Objective assessment of general surgery residents followed by remediation. J Surg Educ 2016;73:e71–6. 10.1016/j.jsurg.2016.07.00227476792
  171. Guerrasio J, Aagaard EM. Methods and outcomes for the remediation of clinical reasoning. J Gen Intern Med 2014;29:1607–14. 10.1007/s11606-014-2955-125092006
  172. Hashimoto N. Report on retraining for physicians subject to administrative punishment. Jpn Med Assoc J 2005;48:264.
  173. Hatch DJ. Professional performance. Curr Anaesth Crit Care 1998;9:223–7. 10.1016/S0953-7112(98)80039-2
  174. Kim RH, Tan TW. Interventions that affect resident performance on the American Board of Surgery in-training examination: a systematic review. J Surg Educ 2015;72:418–29. 10.1016/j.jsurg.2014.09.01225456409
  175. Larson CP, Steadman RH. An advanced specialty training program in anesthesiology: a special educational fellowship designed to return community anesthesiologists to clinical practice. Anesth Analg 2006;103:126–30. 10.1213/01.ane.0000220903.33100.1516790640
  176. Matthews P, Beech M, Rhydderch M, Lewis M. A new model of educational provision for GPs directed to undertake further training in Wales. Educ Prim Care 2007;18:316–27. 10.1080/14739879.2007.11493557
  177. Murano T, Lypson M, Smith JL, Silverberg M, Weizberg M, Lukela M, Santen SA. Creating clarity for the process of managing residents through remediation, probation and termination. West J Emerg Med 2015;16:S50–1.
  178. Silverberg M, Weizberg M, Murano T, Smith JL, Burkhardt JC, Santen SA. What is the prevalence and success of remediation of emergency medicine residents? West J Emerg Med 2015;16:839–44. 10.5811/westjem.2015.9.2735726594275
  179. Spickard WA, Swiggart WH, Manley GT, Samenow CP, Dodd DT. A continuing medical education approach to improve sexual boundaries of physicians. Bull Menninger Clin 2008;72:38–53. 10.1521/bumc.2008.72.1.3818419243
  180. Swiggart W, Dewey C, Ghulyan M, Spickard A Jr. Spanning a decade of physician boundary violations: are we improving? HEC Forum 2016;28:129–40. 10.1007/s10730-015-9282-826013843
  181. Tabby DS, Majeed MH, Schwartzman RJ. Problem neurology residents: a national survey. Neurology 2011;76:2119–23. 10.1212/WNL.0b013e31821f463621670442
  182. Whiteman J, Morris P, Halpern H. Professional support, London: the professional development unit supporting practitioner well-being, refreshment, remediation and revalidation. BMJ Qual Improv Rep 2013;2:u201038.w720. 10.1136/bmjquality.u201038.w720
  183. Zbieranowski I, Takahashi SG, Verma S, Spadafora SM. Remediation of residents in difficulty: a retrospective 10-year review of the experience of a postgraduate board of examiners. Acad Med 2013;88:111–16. 10.1097/ACM.0b013e3182764cb623165267
  184. Hardie Alvanzo A, Cohen GM, Nettleman M. Changing physician behavior: half-empty or half-full? Clin Govern Int J 2003;8:69–78. 10.1108/14777270310459995
  185. Spickard A, Swiggart WH, Manley G, Dodd D. A continuing education course for physicians who cross sexual boundaries. Sex Addict Compulsivity 2002;9:33–42. 10.1080/107201602317346629
  186. Williamson K, Moreira M, Quattromani E, Smith JL. Remediation strategies for systems-based practice and practice-based learning and improvement milestones. J Grad Med Educ 2017;9:290–3. 10.4300/JGME-D-16-00334.128638505
  187. Cavenagh P, Dewberry C, Jones P. Becoming professional: when and how does it start? A comparative study of first-year medical and law students in the UK. Med Educ 2000;34:897–902. 10.1046/j.1365-2923.2000.00680.x11107013
  188. Meyer SB, Lunnay B. The application of abductive and retroductive inference for the design and analysis of theory-driven sociological research. Sociol Res Online 2013;18:1–11. 10.5153/sro.2819
  189. Prochaska JO. Decision making in the transtheoretical model of behavior change. Med Decis Making 2008;28:845–9. 10.1177/0272989X0832706819015286
← Conclusions and recommendationsAcknowledgements →

Attribution. Tristan Price; Nicola Brennan; Geoff Wong; Lyndsey Withers; Jennifer Cleland; Amanda Wanner et al. (2021). Remediation programmes for practising doctors to restore patient safety: the RESTORE realist review. NIHR Journals Library. Copyright © Queen’s Printer and Controller of HMSO 2021. This work was produced by Price et al. under the terms of a commissioning contract issued by the Secretary of State for Health and Social Care. This issue may be freely reproduced for the purposes of private research and study and extracts (or indeed, the full report) may be included in professional journals provided that suitable acknowledgement is made and the reproduction is not associated with any form of advertising. Applications for commercial reproduction should be addressed to: NIHR Journals Library, National Institute for Health Research, Evaluation, Trials and Studies Coordinating Centre, Alpha House, University of Southampton Science Park, Southampton SO16 7NS, UK. Licensed under CC BY 4.0. NCBI Bookshelf NBK570671. CC BY 4.0. Original source ↗. Text reproduced from the Bookshelf XML without changing wording; figures, images and supplements are not reproduced.

In this chapter Contents

  • References

Source

OpenStax source file ↗

Source record ↗

EvidenceLib is a research-education resource, not medical advice. It does not diagnose, prescribe or recommend starting, stopping or changing any treatment. Talk to a qualified clinician about your own situation. Methods, sources and licences · Rights and removal requests · Legal · Support