Transforming remediation for competency-based medical education.

Area of Science:

• Medical Education
• Health Professions Training
• Competency-Based Education

Background:

• The evolution of competency-based medical education (CBME) presents new opportunities for learning.
• Remediation is currently a stigmatized and feared aspect of training, rather than a supportive process.
• There is a need to reframe remediation as a crucial component of individualized learning.

Purpose of the Study:

• To address concerns regarding the current state of remediation in health professions training.
• To advocate for the transformation of remediation into a growth-oriented pathway for all trainees.
• To highlight the importance of acknowledging and supporting trainees who require remediation.

Main Methods:

• This study is a conceptual analysis and position paper.
• It reviews the current landscape of remediation within CBME.
• It proposes a framework for revitalizing remediation.

Main Results:

• Remediation is often perceived as a negative experience, hindering competency development.
• A shift in perspective is needed to view remediation as integral to learning.
• Transforming remediation can foster improvement and competency achievement.

Conclusions:

• Remediation must be recognized and integrated as a vital element of individualized learning in CBME.
• Stigma associated with remediation needs to be dismantled to encourage trainee engagement.
• Revitalizing remediation pathways is essential for the future of health professions education.