Browsing by Subject "Remediation"

Now showing 1 - 3 of 3
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    Diagnostic Reasoning Assessment Toolkit: Guided Reflection and Standardized Cases for At-Risk Final-Year Medical Students
    (Association of American Medical Colleges, 2016-07-21) Pitre, Cory; Emergency Medicine, School of Medicine
    Introduction: A failing diagnostic reasoning performance may represent student deficiency in a number of potential areas. However, many standard clinical skills assessments do not offer detailed assessments of diagnostic reasoning ability. This toolkit was designed to identify specific learner deficiencies with respect to diagnostic reasoning by focusing on individual student remedial work and by standardizing faculty evaluation. Methods: Educational objectives were derived from institutional patient care competency learning objectives at the Indiana University School of Medicine. Review of existing clinical skills remediation literature yielded a design that combined two learning methods: guided reflection and standardized patient cases. Results: Over the 2014-2015 academic year, 12 final-year medical students used this resource to help develop an individual remedial learning plan prior to retaking a failed standardized assessment. Students were generally satisfied with the combined guided reflection and standardized case learning methods. Discussion: Unique final-year medical student scheduling pressures, combined with a reporting time line for both institutional high-stakes OSCE remediation exams and the USMLE Step 2 Clinical Skills exam, incentivized failing students to schedule a retest on a short time line, often leaving little time for critical preparation. This resource offered an opportunity to efficiently spend limited preparation time to individualize exam preparation using a variety of faculty facilitators. The simplistic design was readily deployable to multiple faculty remediation mentors. Our institution can now provide a standardized diagnostic reasoning remedial evaluation using numerous clinical faculty based at any of our nine campuses.
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    Future Tense
    (2020) Troyer, Denise; Jefferson, Corey
    Nature - Humans - Past - Future - Presence - Absence These familiar terms are the stepping stones of thought that went into my thesis work. While some may pair these words together as dichotomies, I concentrate on the balancing act that exists between them. Since the first Industrial Revolution beginning in the mid-18th century, human activities have significantly altered the rest of the natural world. Other species have evolved in reaction to circumstances produced by human actions. Through my own observations of nature and research into how humans have impacted nature’s evolution, speculation began to swell as to what does the future look like? My thesis work presents found objects from human life intermingled with my own ceramic pieces that are inspired by nature but have elements of peculiarity. The relics represent a human existence and the ceramic components act as a symbol of other forms of life. These familiar, yet odd growth forms imply futurity, a continued existence. This futurity is stemming from a human element that is clearly from the past, combined with this altered view of nature. Are humans of the past too? Are these growths something of the future? At a fundamental level, the work I make as an artist is intended to imply that life will continue in some form, with or without us. My work evokes a glimpse of how things may evolve in the future in order to stress the importance of mindful consideration of how the decisions we make impact the environment.
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    Impact of a Competency-Based Curriculum on Medical Student Advancement
    (2010) Brokaw, James J.; Torbeck, Laura J.; Bell, Mary Alice; Deal, Dennis W.
    BACKGROUND In 1999, the Indiana University School of Medicine implemented a new curriculum based on 9 core competencies. We sought to document how the Student Promotions Committee (SPC) has adjudicated students’ competency-related deficiencies in the past decade. METHODS Using SPC records, we determined the frequency of competency-related deficiencies reported to the SPC over time, the nature of those deficiencies, and how the deficiencies were remediated. RESULTS From 1999-2009, 191 students (138 males, 53 females) were referred to the SPC for one or more competency-related deficiencies in 8 performance domains: effective communication; basic clinical skills; lifelong learning; self-awareness, self-care, and personal growth; social and community contexts of health care; moral reasoning and ethical judgment; problem solving; and professionalism and role recognition. For the purposes of this study, students with traditional academic performance issues like course failures were excluded from analysis. Collectively, the 191 students were cited for 317 separate competency-related deficiencies (1.66 per student). Of these 317 deficiencies, the most prevalent were in the competencies of professionalism (29.3%), basic clinical skills (28.4%), and self-awareness (17.7%). Each of the remaining competencies constituted less than 10% of the total. Successful remediation utilized 12 methods ranging from a simple warning letter to being required to repeat the year under close monitoring. Remediation was unsuccessful for 17 students (8.9%) who were dismissed from medical school. CONCLUSIONS Based on our School’s experience, we believe that unprofessional behaviors and other competency-related deficiencies can be identified and remediated in most cases.