Related Experiment Video
Updated: May 12, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
A practical approach to mentoring students with repeated performance deficiencies.
Kevin McLaughlin1, Pamela Veale, Joann McIlwrick
1Office of Undergraduate Medical Education, University of Calgary, Calgary, AB, Canada. kmclaugh@ucalgary.ca
BMC Medical Education
|April 20, 2013
Summary
Competency-based evaluations identify learner performance gaps, but improving these deficiencies requires structured mentorship and remediation programs. This approach maximizes remediation success for trainees needing extra support.
Area of Science:
- Medical Education
- Learner Assessment
- Professional Development
Background:
- Competency-based evaluations offer improved methods for identifying learner performance deficiencies.
- Current emphasis on identifying deficiencies often outweighs efforts in remediation and improvement.
Purpose of the Study:
- To describe a structured mentoring and remediation program for medical trainees with repeated performance deficiencies.
- To outline key program components ensuring consistency and accountability in remediation.
Main Methods:
- Program development at the University of Calgary for targeted learner support.
- Focus on systematic mentoring and remediation strategies.
- Implementation of accountability measures within the educational framework.
Main Results:
- A dedicated program can provide intensive remediation for trainees with persistent performance issues.
- Structured mentorship is crucial for addressing and improving identified deficiencies.
Conclusions:
- Training programs have a responsibility to offer organized mentorship and remediation.
- While not all learners may succeed, intensive support increases the likelihood of successful remediation and performance improvement.
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