3,654
Views
23
CrossRef citations to date
0
Altmetric
BEME Guide

Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56

ORCID Icon, , ORCID Icon, , , , , , , ORCID Icon, , ORCID Icon, & show all

References

  • Aeder L, Fogel J, Schaeffer H. 2010. Pediatric board review course for residents "at risk". Clin Pediatr (Phila). 49:450–456.
  • Audétat MC, Faguy A, Jacques A, Blais JJ, Charlin B. 2011. Étude exploratoire des perceptions et pratiques de médecins cliniciens enseignants engagés dans une démarche de diagnostic et de remédiation des lacunes du raisonnement clinique [Exploratory study on the perceptions and practices of clinical teachers involved in clinical-reasoning difficulty diagnosis and remediation process]. Pédagogie Médicale. 12:7–16.
  • Audétat MC, Laurin S, Dory V, Charlin B, Nendaz MR. 2017. Diagnosis and management of clinical reasoning difficulties: part II. Clinical reasoning difficulties: management and remediation strategies. Med Teach. 39:797–801.
  • Bandura A. 1986. Social foundations of thought and action. A social cognitive theory. Englewood Cliffs (NJ): Prentice-Hall.
  • Barrett A, Galvin R, Steinert Y, Scherpbier A, O’Shaughnessy A, Horgan M, Horsley T. 2016. 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. 38:1188–1198.
  • Bates R. 2004. A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence. Eval Program Plann. 27:341–347.
  • Benbassat J. 2014. Role modeling in medical education: the importance of a reflective imitation. Acad Med. 89:550–554.
  • Bhatti NI, Ahmed A, Stewart MG, Miller RH, Choi SS. 2016. Remediation of problematic residents – a national survey. Laryngoscope. 126:834–838.
  • Bierer S, Dannefer EF, Tetzlaff JE. 2015. Time to loosen the apron strings: cohort-based evaluation of a learner-driven remediation model at one medical school. J Gen Intern Med. 30:1339–1343.
  • Blumberg ML, Joseph AM, Freeman JR. 1995. A strategy for improving the supervision and performance of moonlighting residents. Acad Med. 70:155–157.
  • Boggan JC, Swaminathan A, Thomas S, Simel DL, Zaas AK, Bae JG. 2017. Improving timely resident follow-up and communication of results in ambulatory clinics utilizing a web-based audit and feedback module. J Grad Med Educ. 9:195–200.
  • Borman KR. 2006. Does academic intervention impact ABS qualifying examination results?. Curr Surg. 63:367–372.
  • Brennan J, McGrady A. 2015. Designing and implementing a resiliency program for family medicine residents. Int J Psychiatry Med. 50:104–114.
  • Brennan J, McGrady A, Lynch DJ, Schaefer P, Whearty K. 2016. A Stress management program for higher risk medical students: preliminary findings. Appl Psychophysiol Biofeedback. 41:301–305.
  • Brokaw JJ, Torbeck LJ, Bell MA, Deal DW. 2011. Impact of a competency-based curriculum on medical student advancement: a ten-year analysis. Teach Learn Med. 23:207–214.
  • Burch VC, Sikakana C, Yeld N, Seggie J, Schmidt H. 2007. Performance of academically at-risk medical students in a problem-based learning programme: a preliminary report. Adv Health Sci Educ Theory Pract. 12:345–358.
  • Burch VC, Sikakana CN, Gunston GD, Shamley DR, Murdoch-Eaton D. 2013. Generic learning skills in academically-at-risk medical students: a development programme bridges the gap. Med Teach. 35:671–677.
  • Camp D, Hollingsworth MA, Zaccaro DJ, Cariaga-Lo LD, Richards B. 1994. Does a problem-based learning curriculum affect depression in medical students?. Acad Med. 69:S25–S27.
  • Cariaga-Lo LD, Enarson CE, Crandall SJ, Zaccaro DJ, Richards BF. 1997. Cognitive and noncognitive predictors of academic difficulty and attrition. Acad Med. 72:S69–S71.
  • Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. 2002. Shifting paradigms: from Flexner to competencies. Acad Med. 77:361–367.
  • Carroll RG, Lee-Tyson MG. 1994. Evaluation of a summer enrichment physiology course for matriculation medical students. Adv Physiol Educ. 12:87–94.
  • CAST. 2018. Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org. [accessed 2018 Oct 11].
  • Chen PG, Curry LA, Bernheim SM, Berg D, Gozu A, Nunez-Smith M. 2011. Professional challenges of non-U.S.-born international medical graduates and recommendations for support during residency training. Acad Med. 86:1383–1388.
  • Chur-Hansen A. 1999. Teaching support in the behavioural sciences for non-English speaking background medical undergraduates. Med Educ. 33:404–410.
  • Cleland J, Cilliers F, van Schalkwyk S. 2018. The learning environment in remediation: a review. Clin Teach. 15:13–18.
  • Cleland J, Leggett H, Sandars J, Costa MJ, Patel R, Moffat M. 2013. The remediation challenge: theoretical and methodological insights from a systematic review. Med Educ. 47:242–251.
  • Cleland J, Mackenzie RK, Ross S, Sinclair HK, Lee AJ. 2010. A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examinations. Med Teach. 32:e185–e190.
  • Collins A, Brown J, Newman S. 1987. Cognitive apprenticeship: teaching the craft of reading, writing and mathematics (Technical Report No. 403). Cambridge (MA): Centre for the Study of Reading, University of Illinois.
  • Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. 2014. Reframing medical education to support professional identity formation. Acad Med. 89:1446–1451.
  • DeVoe P, Niles C, Andrews N, Benjamin A, Blacklock L, Brainard A, Colombo E, Dudley B, Koinis C, Osgood M. 2007. Lessons learned from a study-group pilot program for medical students perceived to be 'at risk'. Med Teach. 29:e37–e40.
  • Dowell J, Dent JA, Duffy R. 2006. What to do about medical students with unsatisfactory consultation skills?. Med Teach. 28:443–446.
  • Drake SM, Qureshi W, Morse W, Baker-Genaw K. 2015. A time-efficient web-based teaching tool to improve medical knowledge and decrease ABIM failure rate in select residents. Med Educ Online. 20:29221.
  • Duncan EM, Francis JJ, Johnston M, Davey P, Maxwell S, McKay GA, McLay J, Ross S, Ryan C, Webb DJ. 2012. Learning curves, taking instructions, and patient safety: using a theoretical domains framework in an interview study to investigate prescribing errors among trainee doctors. Implement Sci. 7:86.
  • Dupras DM, Edson RS, Halvorsen AJ, Hopkins RH, Jr, McDonald FS. 2012. "Problem residents": prevalence, problems and remediation in the era of core competencies. Am J Med. 125:421–425.
  • Edeiken B. 1993. Remedial program for diagnostic radiology residents. Investig Radiol. 28:269–274.
  • Enriquez Vilapana SM, Molina Garcia JR, Massani Enriquez JF. 2008. Intervención para mejorar el rendimiento de estudiantes de primer año de Medicina en riesgo de fracaso escolar [Strategy to improve the performance of 1st-year medical students at risk for school failure]. Revista de Educacion Medica. 22. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412008000200001
  • Faustinella F, Orlando PR, Colletti LA, Juneja HS, Perkowski LC. 2004. Remediation strategies and students' clinical performance. Med Teach. 26:664–665.
  • Fitzpatrick JL, Sanders JR, Worthen BR. 2011. Program evaluation: alternative approaches and practical guidelines. 4th ed. Upper Saddle River (NJ): Pearson Education.
  • Freeth D. 2005. Effective interprofessional education development, delivery and evaluation. Oxford (UK); Malden (MA): Blackwell Pub.
  • French SD, Green SE, O'Connor DA, McKenzie JE, Francis JJ, Michie S, Buchbinder R, Schattner P, Spike N, Grimshaw JM. 2012. Developing theory-informed behaviour change interventions to implement evidence into practice: a systematic approach using the Theoretical Domains Framework. Implement Sci. 7:38.
  • Frich JC, Brewster AL, Cherlin EJ, Bradley EH. 2015. Leadership development programs for physicians: a systematic review. J Gen Intern Med. 30:656–674.
  • Gonzalo JD, Haidet P, Blatt B, Wolpaw DR. 2016. Exploring challenges in implementing a health systems science curriculum: a qualitative analysis of student perceptions. Med Educ. 50:523–531.
  • Gordon MJ. 1993. A prerogatives-based model for assessing and managing the resident in difficulty. Fam Med. 25:637–645.
  • Gregg SC, Eisenberg D, Duffy AJ, Longo WE. 2008. Design, management, and critical evaluation of a surgical basic/clinical science curriculum: the role of an educational chief resident. J Surg Educ. 65:36–42.
  • Grumbach K, Chen E. 2006. Effectiveness of University of California postbaccalaureate premedical programs in increasing medical school matriculation for minority and disadvantaged students. JAMA. 296:1079–1085.
  • Guerrasio J. 2013. Remediation of the struggling medical learner. Irwin, PA: Association for Hospital Medical Education.
  • Guerrasio J, Aagaard EM. 2014. Methods and outcomes for the remediation of clinical reasoning. J Gen Intern Med. 29:1607–1614.
  • Guerrasio J, Aagard EM. 2018. Long term outcomes of a simulation based remediation for residents and faculty with unprofessional behavior. J Grad Med Educ. 10:693–697.
  • Guerrasio J, Brooks E, Rumack CM, Aagard EM. 2018. Outcomes of residents placed on probation before and after formal centralized remediation program.
  • Guerrasio J, Furfari KA, Rosenthal LD, Nogar CL, Wray KW, Aagaard EM. 2014. Failure to fail: the institutional perspective. Med Teach. 36:799–803.
  • Guerrasio J, Garrity MJ, Aagaard EM. 2014. Learner deficits and academic outcomes of medical students, residents, fellows, and attending physicians referred to a remediation program, 2006–2012. Acad Med. 89:352–358.
  • Hammick M, Dornan T, Steinert Y. 2010. Conducting a best evidence systematic review. Part 1: from idea to data coding. BEME guide no. 13. Med Teach. 32:3–15.
  • Hardy VD. 1999. Premedical enrichment program at East Carolina University School of Medicine. Acad Med. 74:373–375.
  • Harris DL, Krause KC, Parish DC, Smith MU. 2007. Academic competencies for medical faculty. Fam Med. 39:343–350.
  • Harthun NL, Schirmer BD, Sanfey H. 2005. Remediation of low ABSITE scores. Curr Surg. 62:539–542.
  • Hashim A. 2017. Educational challenges faced by international medical graduates in the UK. Adv Med Educ Pract. 8:441–445.
  • Hauer KE, Ciccone A, Henzel TR, Katsufrakis P, Miller SH, Norcross WA, Papadakis MA, Irby DM. 2009. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 84:1822–1832.
  • Hesser A, Lewis L. 1992. Evaluation of a summer prematriculation program for black and other nontraditional students. Acad Med. 67:270–272.
  • Hicks PJ, Cox SM, Espey EL, Goepfert AR, Bienstock JL, Erickson SS, Hammoud MM, Katz NT, Krueger PM, Neutens JJ, et al. 2005. To the point: medical education reviews-dealing with student difficulties in the clinical setting. Am J Obstet Gynecol. 193:1915–1922.
  • Indyk D, Deen D, Fornari A, Santos MT, Lu WH, Rucker L. 2011. The influence of longitudinal mentoring on medical student selection of primary care residencies. BMC Med Educ. 11:27
  • Irby DM. 2014. Excellence in clinical teaching: knowledge transformation and development required. Med Educ. 48:776–784.
  • Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. 2005. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 27:10–28.
  • Kahn NB. 2001. Dealing with the problem learner. Fam Med. 33:655–657.
  • Kalet A, Chou CL. 2014. Remediation in medical education – a mid-course correction. New York (NY): Springer.
  • Kalet A, Chou CL, Ellaway RH. 2017. To fail is human: remediating remediation in medical education. Perspect Med Educ. 6:418–424.
  • Katz ED, Goyal DG, Char D, Coopersmith CM, Fried ED. 2013. A novel concept in residency education: case-based remediation. J Emerg Med. 44:493–498.
  • Kehoe A, McLachlan J, Metcalf J, Forrest S, Carter M, Illing J. 2016. Supporting international medical graduates' transition to their host-country: realist synthesis. Med Educ. 50:1015–1032.
  • Kies SM, Freund GG. 2005. Medical students who decompress during the M-1 year outperform those who fail and repeat it: a study of M-1 students at the University of Illinois College of Medicine at Urbana-Champaign 1988–2000. BMC Med Educ. 5:18.
  • Kirkpatrick DL. 1994. Evaluating training programs: the four levels. San Francisco (CA): Berrett-Koehler Publishers.
  • Klamen DL, Williams RG. 2011. The efficacy of a targeted remediation process for students who fail standardized patient examinations. Teach Learn Med. 23:3–11.
  • Knowles MS. 1984. Andragogy in action: applying modern principles of adult learning. San Francisco (CA): Jossey-Bass.
  • Knowles MS, Holton Iii EF, Swanson RA. 2005. Andragogy in Practice. Burlington (MA): Elsevier; p. 140–164.
  • Kogan JR, Hatala R, Hauer KE, Holmboe E. 2017. Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education. Perspect Med Educ. 6:286–305.
  • Kolb DA. 1984. Experiential learning: experiences as a source of learning and development. Englewood Cliffs (NJ): Prentice-Hall.
  • Koo TK, Li MY. 2016. A guideline of selecting and reporting intraclass correlation coefficients for reliability research. J Chiropr Med. 15:155–163.
  • Kosir MA, Fuller L, Tyburski J, Berant L, Yu M. 2008. The Kolb learning cycle in American Board of Surgery in-training exam remediation: the accelerated clinical education in surgery course. Am J Surg. 196:657–662.
  • Laatsch L. 2009. Evaluation and treatment of students with difficulties passing the step examinations. Acad Med. 84:677–683.
  • Lacasse M. 2009. Educational diagnosis and management of challenging learning situations in medical education. Quebec City (Canada): Université Laval, Faculté de médecine.
  • Lacasse M, Audétat M-C, Boileau É, Caire Fon N, Dufour M-H, Laferrière M-C, Lafleur A, La Rue È, Lee S, Nendaz M, et al. 2017. Remediation interventions for undergraduate and postgraduate medical learners with academic difficulties: a BEME systematic review (protocol). Dundee (UK): BEME collaboration; [accessed 2018 Feb 11]. https://bemecollaboration.org/Reviews+In+Progress/Remediation+interventions/.
  • Lacasse M, Theoret J, Tessier S, Arsenault L. 2014. Expectations of clinical teachers and faculty regarding development of the CanMEDS-Family Medicine competencies: laval developmental benchmarks scale for family medicine residency training. Teach Learn Med. 26:244–251.
  • LaRochelle JS, Durning SJ, Pangaro LN, Artino AR, van der Vleuten C, Schuwirth L. 2012. Impact of increased authenticity in instructional format on preclerkship students' performance: a two-year, prospective, randomized study. Acad Med. 87:1341–1347.
  • Lave J, Wenger E. 1991. Situated learning. Legitimate peripheral participation. Cambridge (UK): University of Cambridge Press.
  • Lineberry M, Osta A, Barnes M, Tas V, Atchon K, Schwartz A. 2015. Educational interventions for international medical graduates: a review and agenda. Med Educ. 49:863–879.
  • Magarian GJ, Campbell SM. 1992. A tutorial for students demonstrating adequate skills but inadequate knowledge after completing a medicine clerkship at the oregon health sciences university. Acad Med. 67:277–278.
  • Malakoff GL, Payne CL, Staton LJ, Kolade VO, Panda M. 2014. Accounting for professionalism: An innovative point system to assess resident professionalism. J Community Hosp Intern Med Perspect 4:23313. http://dx.doi.org/10.3402/jchimp.v4.23313.
  • McCahan JF. 1991. Assessing the first eight years of an optional five-year medical curriculum. Acad Med. 66:290–291.
  • McGrady A, Brennan J, Lynch D, Whearty K. 2012. A wellness program for first year medical students. Appl Psychophysiol Biofeedback. 37:253–260.
  • Michie S, Wood CE, Johnston M, Abraham C, Francis JJ, Hardeman W. 2015. Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data). Health Technol Assess. 19:1–188.
  • Miller CJ. 2014. Implementation of a study skills program for entering at-risk medical students. Adv Physiol Educ. 38:229–234.
  • Miller G. 1956. The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychol Rev. 63(2), 81.
  • Mitchell M, Srinivasan M, West DC, Franks P, Keenan C, Henderson M, Wilkes M. 2005. Factors affecting resident performance: development of a theoretical model and a focused literature review. Acad Med. 80:376–389.
  • Moher D, Liberati A, Tetzlaff J, Altman D. G. 2009. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Med. 6(7):e1000097.
  • Mysorekar VV. 2012. Need for mentorship to improve learning in low-performers. Natl Med J India. 25:291–293.
  • Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N. 2013. Doctor role modelling in medical education: BEME Guide No. 27. Med Teach. 35:e1422–e1436.
  • Pell G, Fuller R, Homer M, Roberts T. 2012. Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in osce assessments…Objective structured clinical examination. Med Teach. 34:146–150.
  • Pett MA. 2015. Nonparametric statistics for health care research: statistics for small samples and unusual distributions. 2nd ed. Thousand Oaks (CA): Sage Publications.
  • Pickell GC, Beltran M, Patterson H, Smith R. 1991. A summer pre-entry program for minority students incorporating problem-based learning. Teach Learn Med. 3:28–32.
  • Platt MP, Davis EM, Grundfast K, Grillone G. 2014. Early detection of factual knowledge deficiency and remediation in otolaryngology residency education. Laryngoscope. 124:E309–E311.
  • Pluye P, Robert E, Cargo M, Bartlett G, O’Cathain A, Griffiths F, Boardman F, Gagnon MP, Rousseau MC. 2011. Proposal: A mixed methods appraisal tool for systematic mixed studies reviews. Montreal (Canada): Department of Family Medicine, McGill University; [accessed 2017 Feb 01]. http://mixedmethodsappraisaltoolpublic.pbworks.com.
  • Powell DH. 2004. Behavioral treatment of debilitating test anxiety among medical students. J Clin Psychol. 60:853–865.
  • Quince T, Abbas M, Murugesu S, Crawley F, Hyde S, Wood D, Benson J. 2014. Leadership and management in the undergraduate medical curriculum: a qualitative study of students’ attitudes and opinions at one UK medical school. BMJ Open. 4:e005353–e005353.
  • Ramani S, Leinster S. 2008. AMEE Guide no. 34: teaching in the clinical environment. Med Teach. 30:347–364.
  • Reamy BV, Harman JH. 2006. Residents in trouble: an in-depth assessment of the 25-year experience of a single family medicine residency. Fam Med. 38:252–257.
  • Rehm CG, Rowland PA. 2005. The remedial year in the general surgery board certification process: How effective is it? Curr Surg. 62:644–649.
  • Ripp JA, Privitera MR, West CP, Leiter R, Logio L, Shapiro J, Bazari H. 2017. Well-being in graduate medical education: a call for action. Acad Med. 92:914–917.
  • Rowland PA, Trus TL, Lang NP, Henriques H, Reed WP Jr, Sadighi PJ, Sutton JE, Alseidi AA, Cahalane MJ, Gauvin JM, et al. 2012. The certifying examination of the American Board of Surgery: the effect of improving communication and professional competency: twenty-year results. J Surg Educ. 69:118–125.
  • Samuelowicz K. 1987. Learning problems of overseas students: two sides of a story. Higher Educ Res Dev. 6:121–133.
  • Sanche G, Béland N, Audétat MC. 2011. Creation and implementation of a remediation tool in a family medicine residency program. Can Fam Physician. 57:e468–e472.
  • Sawyer SJ, Sylvestre PB, Girard RA, Snow MH. 1996. Effects of supplemental instruction on mean test scores and failure rates in medical school courses. Acad Med. 71:1357–1359.
  • Sayer M, Chaput De Saintonge M, Evans D, Wood D. 2002. Support for students with academic difficulties [Research Support, Non-U.S]. Med Educ. 36:643–650.
  • Schuwirth L. 2009. Is assessment of clinical reasoning still the Holy Grail? Medical Education. 43:298–300.
  • Schwartz PL, Loten EG. 1998. Effect of remedial tutorial help on students who fail in-course assessments. Acad Med. 73:913.
  • Segal SS, Giordani B, Gillum LH, Johnson N. 1999. The academic support program at the University of Michigan School of Medicine. Acad Med. 74:383–385.
  • Shapiro J, Prislin MD, Larsen KM, Lenahan PM. 1987. Working with the resident in difficulty. Fam Med. 19:368–375.
  • Sherbino J, Snell L, Dath D, Dojeiji S, Abbott C, Frank JR. 2010. A national clinician-educator program: a model of an effective community of practice. Med Educ Online 15:5356.
  • Shokar GS. 2003. The effects of an educational intervention for “at-risk” residents to improve their scores on the in-training exam. Fam Med. 35:414–417.
  • Sikakana CN. 2010. Supporting student-doctors from under-resourced educational backgrounds: an academic development programme. Med Educ. 44:917–925.
  • Skinner B. 1974. About behaviorism. New York (NY): Knopf.
  • Slavin S, Schindler D, Chibnall J. 2014. Medical student mental health 3.0: improving student wellness through curricular changes. Acad Med. 89:573–577.
  • Sparks JW, Landrigan-Ossar M, Vinson A, Dearden J, Navedo AT, Waisel DB, Holzman RS. 2016. Individualized remediation during fellowship training. J Clin Anesth. 34:452–458.
  • Srinivasan M, Li S-T, Meyers FJ, Pratt DD, Collins JB, Braddock C, Skeff KM, West DC, Henderson M, Hales RE, et al. 2011. "Teaching as a Competency": competencies for Medical Educators. Acad Med. 86:1211–1220.
  • Stegers-Jager KM, Cohen-Schotanus J, Splinter TAW, Themmen A. 2011. Academic dismissal policy for medical students: effect on study progress and help-seeking behaviour. Med Educ. 45:987–994.
  • Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. 2013. The effect of a short integrated study skills programme for first-year medical students at risk of failure: a randomised controlled trial. Med Teach. 35:120–126.
  • Steinert Y. 2008. The "problem" junior: whose problem is it?. BMJ. 336:150–153.
  • Steinert Y. 2013. The "problem" learner: whose problem is it? AMEE Guide No. 76. Med Teach. 35:e1035–e1045.
  • Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, et al. 2016. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 38:769–786.
  • Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. 2006. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 28:497–526.
  • Steinert Y, Naismith L, Mann K. 2012. Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Med Teach. 34:483–503.
  • Stern DT, Frohna AZ, Gruppen LD. 2005. The prediction of professional behaviour. Med Educ. 39:75–82.
  • Strayhorn G. 2000. A pre-admission program for underrepresented minority and disadvantaged students: application, acceptance, graduation rates and timeliness of graduating from medical school. Acad Med. 75:355–361.
  • Stufflebeam DL. 2003. The CIPP model of evaluation. In: Kellaghan T, Stufflebeam D, Wingate L, editors. International handbook of educational evaluation. Dordrecht: Springer International Handbooks Of Education.
  • Suranjana R, Ujjani R, Kanti RM. 2015. Peer tutoring as a remedial measure for slow learners in a medical school. J Krishna Inst Med Sci Univ. 4:130–134.
  • Sweller J. 1988. Cognitive load during problem solving: effects on learning. Cognitive Sci. 12:257–285.
  • Tekian A, Hruska L. 2004. A review of medical school records to investigate the effectiveness of enrichment programs for “at risk” students. Teach Learn Med. 16:28–33.
  • Torre DM, Daley BJ, Sebastian JL, Elnicki DM. 2006. Overview of current learning theories for medical educators. Am J Med. 119:903–907.
  • Vaughn LM, Baker RC, DeWitt TG. 1998. The problem learner. Teach Learn Med. 10:217–222.
  • Wald HS, Anthony D, Hutchinson TA, Liben S, Smilovitch M, Donato AA. 2015. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 90:753–760.
  • Walsh A, V A, Bethune C, Cameron S, Cavett T, Clavet D, Dove M, Koppula S. 2015. Fundamental teaching activities in family medicine: a framework for faculty development. Mississauga (ON): College of Family Physicians of Canada; [accessed 2017 May 22]. http://www.cfpc.ca/uploadedFiles/Education/_PDFs/FTA_GUIDE_TM_ENG_Apr15_REV.pdf.
  • Walter JA, Croen LG. 1993. An approach to meeting the needs of medical students with learning disabilities. Teach Learn Med. 5:21–25.
  • White CB, Ross PT, Gruppen LD. 2009. Remediating students' failed OSCE performances at one school: the effects of self-assessment, reflection, and feedback. Acad Med. 84:651–654.
  • Winston KA, Van der Vleuten CP, Scherpbier AJ. 2010. An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students. Med Teach. 32:236–243.
  • Winston KA, van der Vleuten CPM, Scherpbier A. 2014. Prediction and prevention of failure: an early intervention to assist at-risk medical students. Med Teach. 36:25–31.
  • Yaghoubian A, Galante J, Kaji A, Reeves M, Melcher M, Salim A, Dolich M, De Virgilio C. 2012. General surgery resident remediation and attrition: a multi-institutional study. Arch Surg. 147:829–833.
  • Yao DC, Wright SM. 2000. National survey of internal medicine residency program directors regarding problem residents. JAMA. 284:1099–1104.
  • Yardley S, Dornan T. 2012. Kirkpatrick's levels and education 'evidence'. Med Educ. 46:97–106.
  • Yates J, James D. 2006. Predicting the "strugglers": a case-control study of students at Nottingham University Medical School. BMJ. 332:1009–1013.
  • Yepes-Rios M, Dudek N, Duboyce R, Curtis J, Allard RJ, Varpio L. 2016. The failure to fail underperforming trainees in health professions education: a BEME systematic review: BEME guide no. 42. Med Teach. 38:1092–1099.
  • Zulla R, Baerlocher MO, Verma S. 2008. International medical graduates (IMGs) needs assessment study: comparison between current IMG trainees and program directors. BMC Med Educ. 8:42.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.