The Evolution of Resident Remedial Teaching at One Institution

Jeannette Guerrasio, Elizabeth Brooks, Carol M. Rumack, Eva M. Aagaard

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Residency program directors and teaching faculty invest an enormous amount of time, energy, and resources in providing underperforming at-risk learners with remedial teaching. A remediation program was created and centralized at the University of Colorado School of Medicine in 2006 and 2012, respectively, that consolidated expertise in and resources for learner assessment and individualized teaching for struggling learners, particularly those placed on probation or receiving letters of warning (called focused review letters) from their residency programs. Since the implementation of the program, the authors have observed a decrease in the number of residents being placed on probation, and, of those on probation, more are graduating and obtaining board certification. In this Article, the authors aim to describe the development and outcomes of the program and to explore possible reasons for the improved outcomes.

Original languageEnglish
Pages (from-to)1891-1894
Number of pages4
JournalAcademic Medicine
Volume94
Issue number12
DOIs
StatePublished - Dec 1 2019

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