A Framework for Successful Remediation within Allied Health Programs: Strategies Based on Existing Literature

The effective assessment methods of various health and allied health educational programs frequently work to identify trainees in difficulty who may require assistance to improve their academic and practical performances. However, although the methods of assessing trainees are often well-established, the essential skills for dealing with a trainee in difficulty are largely underdeveloped across curricula, and research within the field remains limited. This article reviews remediation in medicine and allied health professional programs based on existing literature. The literature suggests that successful remediation involves multiple steps, including prompt problem identification, meeting with the student on an individual basis to develop a learner-centered strategy, and development of an action plan. Remediation requires multiple assessors and several assessment tools, feedback and reassessment, all underpinned by documentation, written policies, and proactive involvement in supporting the identified students. Remediation, when based on a learner-centered approach, can be extremely effective, allowing the majority of remedial students to overcome their difficulties and succeed in their academic endeavors.