Remediation of academically poorly performing learners is a constant presence in any program if not the curriculum. A remediation intervention can be for the learning content or the process. Assessments are a common way to identify academically struggling learners. Catherine and team describe the effectiveness of the Peninsula Dental School remediation program offered to learners who fail a knowledge-based progress test assessment. The remediation is primarily focused on the learning process so that better learning skills effectively manage the cognitive load on the working memory. The student centeredness of this program is the choice the academically identified learners must take or decline the program. Ilene Rosenberg in their article on remediation for clinical skills training describes the use of formative OSCEs to identify learner’s poor in clinical skills. A coaching remediation program is offered to learners who score less than an identified threshold.
Ashley Selva-Rodrigue describes twelve tips as part of a holistic remediation that poorly performing learners can use to improve their academic performance. Adina Kalet describes 12 tips for implementing an academic remediation program. Henry To published a narrative review on the various aspects in remediation and several recommendations.
Essence of remediation
- Effective and wide-ranging identification tools and methods should be available for learners to identify learning difficulties in the 3 domains, cognitive, psychomotor, and affective. Formative assessments in the three domains are an effective method.
- Training of academic and support staff in supporting and treating the students requiring remediation as adult learners and employing appropriate support.
- Use of coaching framework in the remediation process.
- Good practices from remediation program should guide the curriculum review so that all learners can access its benefit.
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