Formal remediation and probation (part 2 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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Karen Schultz, Andrea Risk, Lisa Newton, Nicholas Snider
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/64a8a9c5241641c194a62194795b7cb4
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:64a8a9c5241641c194a62194795b7cb4
record_format	dspace
spelling	oai:doaj.org-article:64a8a9c5241641c194a62194795b7cb42021-12-01T22:35:31ZFormal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training10.36834/cmej.727351923-1202https://doaj.org/article/64a8a9c5241641c194a62194795b7cb42021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/72735https://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 Two in the series of three) will focus on what to do when concerns become established, and a formal remediation or probation is necessary. Karen SchultzAndrea RiskLisa NewtonNicholas SniderCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Karen Schultz Andrea Risk Lisa Newton Nicholas Snider Formal remediation and probation (part 2 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 Two in the series of three) will focus on what to do when concerns become established, and a formal remediation or probation is necessary.
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	Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_short	Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_full	Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_fullStr	Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_full_unstemmed	Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_sort	formal remediation and probation (part 2 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/64a8a9c5241641c194a62194795b7cb4
work_keys_str_mv	AT karenschultz formalremediationandprobationpart2of3whenresidentsshouldntbecomecliniciansgettingagriponfairanddefensibleprocessesforterminationoftraining AT andrearisk formalremediationandprobationpart2of3whenresidentsshouldntbecomecliniciansgettingagriponfairanddefensibleprocessesforterminationoftraining AT lisanewton formalremediationandprobationpart2of3whenresidentsshouldntbecomecliniciansgettingagriponfairanddefensibleprocessesforterminationoftraining AT nicholassnider formalremediationandprobationpart2of3whenresidentsshouldntbecomecliniciansgettingagriponfairanddefensibleprocessesforterminationoftraining
_version_	1718404104237088768

Formal remediation and probation (part 2 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training

Ejemplares similares