ArticleFamily medicine2026
Early Intervention and Remediation in Family Medicine Residencies: Behavioral Science Faculty Ratings of the Integration of Consensus-Based Recommendations.
Article in Family medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
BACKGROUND AND
objectivesRemediation during residency training remains underexplored despite unique challenges. Residencies face complex factors including increasing awareness of learning difficulties, greater diversity in training programs, and elevated rates of mental health concerns. Aiming to understand remediation best practices, this study leveraged behavioral science faculty (BSF), who often support early identification, intervention, and remediation for family medicine residency programs. BSF perceptions of the frequency of best practice implementation for early intervention and remediation within family medicine residency programs served as an initial step toward developing a questionnaire to help programs assess their process and infrastructure.
methodsSeventy BSF from university-based, university-affiliated, and community programs completed a national survey developed through a Delphi process identifying consensus-based best practices (CBBP). The questionnaire assessed the frequency with which BSF observed best practice implementation across their programs. Data were analyzed using χ2 tests, Fisher's exact tests, and factor analysis with Promax rotation to identify underlying dimensions of remediation practices.
resultsImplementation of CBBP varied across programs. Preliminary factor analysis revealed two factors that could be used for program evaluation. The two factors emerged as indicators of the remediation process. Organization and follow-up (Factor 1) reflected processes characterized by transparency, predictability, and follow-through. People and development (Factor 2) reflected a culture that normalizes challenges inherent in residency, understands key experiences, and develops faculty skill in effectively delivering feedback.
conclusionsEffective remediation requires organized processes and culture that support growth and psychological safety. This study presents a preliminary questionnaire assessing these practices from the BSF perspective.
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