ArticlePerspectives on medical education2019
Guidelines: The dos, don'ts and don't knows of remediation in medical education.
Article in Perspectives on medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers.
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Who cites it
33 citing papers in PubMed.
- Challenges, Strategies, and Explanatory Mechanisms in Clinical Skills Remediation Programs in Undergraduate and Postgraduate Medical Education in Low- and Middle-Income Countries: Realist Review Protocol.JMIR research protocols · 2026Article
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- Reframing Validity: How Values Shape Assessment in Postgraduate Medical Education.Perspectives on medical education · 2026Article
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- Phenotypes of Management Reasoning Struggle in Postgraduate Medical Education.Perspectives on medical education · 2026Article
- Strategies for remediating clinical reasoning skill deficits in underperforming residents: a scoping review.Journal of educational evaluation for health professions · 2026Article
- The stigma of underperformance in assessment and remediation.Advances in health sciences education : theory and practice · 2025Article
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- Fostering apprenticeship in hospital medicine education: Establishing a taxonomy for direct care hospitalist teaching services.Journal of hospital medicine · 2025Article
- Local clinical practice patterns in urolithiasis guidelines: a critical evaluation from Turkey.World journal of urology · 2025Article
- Best Practices for Early Intervention and Remediation of Residents in Family Medicine: Insights From an Interdisciplinary Delphi Study.Family medicine · 2025Article
- Bridging knowledge gaps: impact of remedial classes on first-year medical students in biochemistry - a cross-sectional study.BMC medical education · 2024Article
- Examining the approach to medical remediation programmes-an observational study.Irish journal of medical science · 2024Observational
- Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum.Medical science educator · 2023Article
- Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study.Healthcare (Basel, Switzerland) · 2023Article
- Curricular changes in times of crisis: Lessons learned.Currents in pharmacy teaching & learning · 2023Article
- Guidelines: The Do's, Don'ts and Don't Knows of Creating Open Educational Resources.Perspectives on medical education · 2023Article
- A pilot clinical skills coaching program to reimagine remediation: a cohort study.MedEdPublish (2016) · 2023Article
- Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective.Annals of medicine · 2022Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionTwo developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies.
methodsCollectively, we generated an initial list of Do's, Don'ts, and Don't Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus.
resultsWe present 26 guidelines: two groupings of Do's (systems-level interventions and recommendations for individual learners), along with short lists of Don'ts and Don't Knows, and our interpretation of the strength of current evidence for each guideline.
conclusionsRemediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.
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