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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Ethical Dilemmas I01:17

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Ethical dilemmas in nursing are of utmost importance, as they often arise from the tension between adhering to core ethical principles and the practical realities of healthcare delivery. These dilemmas require nurses to navigate complex situations where competing ethical considerations pull them in different directions.
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Obedience01:08

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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Related Experiment Video

Updated: Dec 3, 2025

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

Rebecca D Margolis1, Cindy M Ku2

  • 1Department of Anesthesiology Critical Care Medicine, Children's Hospital Los Angeles, University of Southern California Keck School of Medicine, Los Angeles, California, USA.

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Summary

Medical educators face challenges in remediating struggling learners due to resource limitations and lack of training. Investing in faculty development for learner remediation can improve job satisfaction and well-being.

Keywords:
anesthesiologyclinical competencecognitive remediationeducationformative feedbackgraduatemedicalremedial teaching

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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.