Table of Contents
Part I: Presenting Problems and Symptoms Leading to Remediation
Chapter 1. Defining and Assessing Competence
Adina Kalet and Martin Pusic
Chapter 2. An Example of a Remediation Program
Adina Kalet, Linda Tewksbury, Jennifer Ogilvie, Sandra Yingling
Chapter 3. "She Needs to Read More" Helping trainees who struggle with medical knowledge
Jeannette Guerrasio
Chapter 4. Remediation of Interpersonal and Communication Skills
Calvin Chou, James Bell, Carol Chou, and Anna Chang
Chapter 5. Remediation of Physical Exam Skills
Tahlia Spector and Cha-Chi Fung
Chapter 6. Assessing and Remediating Clinical Reasoning
Andrew Mutnick and Michael Barone
Chapter 7. Remediating Lapses in Professionalism
Muriel J Bebeau and Kathy Faber-Langendoen
Part II: Contextual Factors
Chapter 8. "You said, I heard" Speaking the subtext in interracial conversations
Elizabeth Brondolo and Kristy-Lee Jean-Pierre
Chapter 9. Learning Differences and Medical Education
Paul Yellin
Chapter 10. "Well, This Is Awkward" Autism Spectrum Disorder in Medical Trainees
Sandra Yingling
Chapter 11. Stress and Distress and Wellness
Sarah Williams
Chapter 12. Perspectives from a Psychiatrist in an Office of Advising Resources
Laurie Raymond
Part III: Resources
Chapter 13. The Metacognitive Competency: The key to life-long learning
Mark Quirk
Chapter 14. Use of reflection as a remediation tool
David Hatem
Chapter 15. Feedback
Denise Connor, Calvin Chou, and Denise Davis
Chapter 16. Appreciative coaching: A positive process for remediation
Maysel Kemp White and Peter Barnett
Part IV: Systems Viewpoint
Chapter 17. Preparing Program Directors to address unprofessional behavior
Eve Caligor, Ze'ev Levin, and Emily Deringer
Chapter 18. The view from the Dean's office
Lynn Buckvar-Keltz
Chapter 19. Preparing to conduct remediation
Adina Kalet and Sondra Zabar
Chapter 20. "The Prognosis is Poor" When to give up
Jeannette Guerrasio
Chapter 21. A Research Agenda for the Field of Remediation
Calvin Chou, Adina Kalet, Karen Hauer
Chapter 22: Epilogue: A Student's Perspective on Remediation
David Tawfik
Appendix A: Contributor Biographies
About the Author: Adina L. Kalet, MD, MPH is a Professor of Medicine and Surgery at New York University and has conducted vast amounts of research on medical education over the course of her career. She is a member of the Society of General Internal Medicine and was recognized in 2008 with their National Award for Scholarship in Medical Education. She has directed the Primary Care Internal Medicine Residency, Medical Education for the Division of Primary Care, the Macy Initiative in Health Communication, and the Dean's Task Force on Clinical Assessment, all at NYU. She has also served as a Principal Investigator for the NYS Department of Health's project on medical school participation in ambulatory care and the co-director for the CDC's course on preparing primary care physicians for the psychosocial aspects of bioterrorism. Calvin Chou, MD, PhD is Professor of Clinical Medicine at UCSF, and staff physician at the VA Medical Center in San Francisco. As a faculty member of the American Academy on Communication in Healthcare, he is nationally recognized for his efforts in education and research to enhance communication between patients and physicians. Currently he is director of VALOR, an innovative longitudinal program based at the VA that emphasizes humanistic clinical skill development for medical students. He also holds the first endowed Academy Chair in the Scholarship of Teaching and Learning at UCSF. He has delivered communication skills curricula for providers at medical centers across the country, including Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University.
