The "Difficult Learner" in anesthesiology: Challenges, pitfalls, and recommendations.

Area of Science:

• Medical Education
• Faculty Development
• Learner Remediation

Background:

• Struggling learners necessitate time-intensive interventions, causing emotional strain for trainees and faculty.
• Barriers like resource scarcity, inadequate faculty training, and legal concerns hinder effective remediation plan implementation.
• Despite extensive literature on professionalism and the hidden curriculum, educators lack practical tools to address trainee unprofessionalism.

Purpose of the Study:

• To address the deficit in practical tools and empowerment for medical educators managing struggling learners.
• To explore strategies for diagnosing and remediating learners in difficulty within medical training programs.
• To advocate for departmental leadership investment in faculty remediation training and support.

Main Methods:

• Review of salient literature on learner remediation strategies.
• Focus on a high-yield, pragmatic approach for diagnosing learners in difficulty.
• Consideration of methodologies applicable to programs with limited medical education infrastructure.

Main Results:

• Lack of resources and training negatively impacts faculty job satisfaction and well-being.
• Empowerment and investment in faculty remediation training are crucial for improving outcomes.
• A pragmatic approach can be implemented even in resource-limited settings.

Conclusions:

• Departmental leadership must acknowledge and invest in faculty training for learner remediation.
• Providing practical tools and support enhances faculty job satisfaction and well-being.
• Implementing a pragmatic remediation strategy benefits all medical training programs.