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Research ArticleResearch

Remediation plans in family medicine residency

Marie-Claude Audétat, Christian Voirol, Normand Béland, Nicolas Fernandez and Gilbert Sanche
Canadian Family Physician September 2015, 61 (9) e425-e434;
Marie-Claude Audétat
Clinical Professor in the Department of Family Medicine and Emergency Medicine at the University of Montreal in Quebec and maître d’enseignement et de recherche in the Unit of General Internists and Physicians in the Faculty of Medicine at the University of Geneva in Switzerland.
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  • For correspondence: marie-claude.audetat.voirol@umontreal.ca
Christian Voirol
Professor at the University of Applied Sciences of Western Switzerland in Neuchâtel and Associate Professor in the Department of Family Medicine and Emergency Medicine and in the Department of Psychology at the University of Montreal.
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Normand Béland
Clinical Professor in the Department of Family Medicine and Emergency Medicine at the University of Montreal.
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Nicolas Fernandez
Professor in the Department of Education and Specialized Training at the University of Quebec at Montreal and Clinical Professor in the Department of Family Medicine and Emergency Medicine at the University of Montreal.
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Gilbert Sanche
Associate Clinical Professor in the Department of Family Medicine and Emergency Medicine and Assistant Director of the Family Medicine residency program at the University of Montreal.
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Abstract

Objective To assess use of the remediation instrument that has been implemented in training sites at the University of Montreal in Quebec to support faculty in diagnosing and remediating resident academic difficulties, to examine whether and how this particular remediation instrument improves the remediation process, and to determine its effects on the residents’ subsequent rotation assessments.

Design A multimethods approach in which data were collected from different sources: remediation plans developed by faculty, program statistics for the corresponding academic years, and students’ academic records and rotation assessment results.

Setting Family medicine residency program at the University of Montreal.

Participants Family medicine residents in academic difficulty.

Main outcome measures Assessment of the content, process, and quality of remediation plans, and students’ academic and rotation assessment results (successful, below expectations, or failure) both before and after the remediation period.

Results The framework that was developed for assessing remediation plans was used to analyze 23 plans produced by 10 teaching sites for 21 residents. All plans documented cognitive problems and implemented numerous remediation measures. Although only 48% of the plans were of good quality, implementation of a remediation plan was positively associated with the resident’s success in rotations following the remediation period.

Conclusion The use of remediation plans is well embedded in training sites at the University of Montreal. The residents’ difficulties were mainly cognitive in nature, but this generally related to deficits in clinical reasoning rather than knowledge gaps. The reflection and analysis required to produce a remediation plan helps to correct many academic difficulties and normalize the academic career of most residents in difficulty. Further effort is still needed to improve the quality of plans and to support teachers.

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Canadian Family Physician: 61 (9)
Canadian Family Physician
Vol. 61, Issue 9
1 Sep 2015
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Remediation plans in family medicine residency
Marie-Claude Audétat, Christian Voirol, Normand Béland, Nicolas Fernandez, Gilbert Sanche
Canadian Family Physician Sep 2015, 61 (9) e425-e434;

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Remediation plans in family medicine residency
Marie-Claude Audétat, Christian Voirol, Normand Béland, Nicolas Fernandez, Gilbert Sanche
Canadian Family Physician Sep 2015, 61 (9) e425-e434;
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