Important Factors in Conducting Remediation Sessions

In this study remediation sessions with small groups of medical student were audio recorded and analyzed to understand what constitutes effective remediation, as well as effective facilitators.   Experienced teachers often modeled effective inquiry, posed “disruptive questions” and flagged student “uncertainty, inconsistency and disagreement” with timing and context identified as key.   However, inexperienced teachers employed less use of “metacognitive voice”, allowed “premature closure of discussion” and often failed to appreciate the importance of language.   A correlation was observed between long-term positive student outcomes and more experienced educators facilitating the sessions.  This study also illustrates effective methods of remediation and facilitator-student interactions.- Lee Ann Schein, Ph.D.

Winston KA, Van Der Vleuten CPM, Scherpbier AJJA. Remediation of at-risk medical students: theory in action. BMC Medical Education 2013, 13:132 (27 September 2013)
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