The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program d...
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Canadian Medical Education Journal
2021
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oai:doaj.org-article:5da8d25f2bba4b479b55a65d4e11806e2021-12-01T22:35:31ZThe appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training10.36834/cmej.727361923-1202https://doaj.org/article/5da8d25f2bba4b479b55a65d4e11806e2021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/72736https://doaj.org/toc/1923-1202 Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program decisions for training termination are often overturned, not because the academic decision was wrong, but because fair assessment processes were not implemented or followed. This series of three articles, intended for those setting residency program assessment policies and procedures, outlines recommendations, from establishing robust assessment foundations and the beginning of concerns (Part One), to established concerns and formal remediation (Part Two) to participating in formal appeals and after (Part Three). With these 14 recommendations on how to get a grip on fair and defensible processes for termination of training, career-impacting decisions that are both fair for the learner and defensible for programs are indeed possible. They are offered to minimize the chances of academic decisions being overturned, an outcome which wastes program resources, poses patient safety risks, and delays the resident finding a more appropriate career path. This article (Part Three in the series of three) will focus on the formal appeals and what to do after the appeal. Karen SchultzAndrea RiskLisa NewtonNicholas SniderCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021) |
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Education (General) L7-991 Medicine (General) R5-920 |
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Education (General) L7-991 Medicine (General) R5-920 Karen Schultz Andrea Risk Lisa Newton Nicholas Snider The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| description |
Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program decisions for training termination are often overturned, not because the academic decision was wrong, but because fair assessment processes were not implemented or followed. This series of three articles, intended for those setting residency program assessment policies and procedures, outlines recommendations, from establishing robust assessment foundations and the beginning of concerns (Part One), to established concerns and formal remediation (Part Two) to participating in formal appeals and after (Part Three). With these 14 recommendations on how to get a grip on fair and defensible processes for termination of training, career-impacting decisions that are both fair for the learner and defensible for programs are indeed possible. They are offered to minimize the chances of academic decisions being overturned, an outcome which wastes program resources, poses patient safety risks, and delays the resident finding a more appropriate career path. This article (Part Three in the series of three) will focus on the formal appeals and what to do after the appeal.
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| format |
article |
| author |
Karen Schultz Andrea Risk Lisa Newton Nicholas Snider |
| author_facet |
Karen Schultz Andrea Risk Lisa Newton Nicholas Snider |
| author_sort |
Karen Schultz |
| title |
The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| title_short |
The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| title_full |
The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| title_fullStr |
The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| title_full_unstemmed |
The appeal process and beyond (part 3 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| title_sort |
appeal process and beyond (part 3 of 3). when residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training |
| publisher |
Canadian Medical Education Journal |
| publishDate |
2021 |
| url |
https://doaj.org/article/5da8d25f2bba4b479b55a65d4e11806e |
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