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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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A Reflective Approach to Enhancing Didactic Remediation.

Katelyn M Alexander1, Lauren B Angelo2, Jeremy A Hughes3

  • 1East Tennessee State University Bill Gatton College of Pharmacy, Johnson City, TN, USA.

American Journal of Pharmaceutical Education
|February 20, 2025
PubMed
Summary
This summary is machine-generated.

Educational remediation is complex, influenced by factors like student preparedness and online learning efficacy. This study offers a toolkit and framework for customized didactic remediation to improve student success and program outcomes.

Keywords:
AssessmentCoachingGROW frameworkReframingRemediation

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Area of Science:

  • Medical Education
  • Academic Support Strategies

Background:

  • Remediation in academic programs is crucial due to admissions pressures and accreditation monitoring.
  • Multifaceted issues like enrollment, academic preparedness, and online delivery efficacy drive remediation needs.
  • Varying faculty and student attitudes, along with institutional differences, complicate remediation approaches.

Purpose of the Study:

  • To address the complexities of academic remediation by reframing current approaches.
  • To provide a toolkit and framework for enhancing didactic coursework remediation.
  • To promote customized, feasible, and realistic remediation strategies for specific academic programs.

Main Methods:

  • Development of a toolkit for didactic remediation processes and policy development.
  • Application of the Goals, Reality, Options, Wrap-up/Way Forward (GROW) model.
  • Description of a framework for designing and reflecting on remediation approaches.

Main Results:

  • The toolkit aids programs in navigating remediation stages and policy creation.
  • The GROW model application identifies opportunities for didactic remediation improvement.
  • A customized approach is emphasized over a one-size-fits-all solution.

Conclusions:

  • Individualized and customized approaches are essential for effective didactic remediation.
  • The provided toolkit and framework support program-specific remediation strategies.
  • Enhancing remediation processes can positively impact student progression and success.