Step #1: Problem Identification & General Needs Assessment
A. Identifying the Learner in Difficulty
- Relies on honest and timely feedback
Warning signs:
- Not answering pages
- Not completing EPAs or only asks for EPAs for successful encounters
- Does not accept feedback
- Disorganized
- Exhibits cognitive biases such as premature closure and anchoring bias
- Patient complaints or complaints from other team members such as allied staff
- Tasks take longer to complete, stays at work late
- Inadequate knowledge for level of training
Although programs should always keep their residents informed about their educational progress, this is especially true when a learner is thought not to be meeting expectations. A learner MUST be alerted when they are not meeting expectations or is at risk of failing a rotation. The moment a learner is identified as struggling, programs are encouraged to connect with the PGME office for guidance and support.
CONTACT for Learning and Educational Resources Support: pdassist@ucalgary.ca
B. General Needs Assessment
Remediation aims to address any educational concerns, thus it is important to understand other contributors to the issue before finalizing a remediation. One framework that can be used is outlined below:
| Knowledge | Skills | Attitudes | |
| Resident |
Are there gaps in knowledge? What are the resident’s knowledge strengths? |
Are there difficulties with interpreting information, interpersonal skills, judgement, organization? What skills does the resident have? |
Are there difficulties with motivation, insight, self-assessment, patient interactions? Does the resident have a positive approach to learning supports? |
| Teacher/Faculty |
Are there challenges in identifying residents in difficulty, understanding how to apply learning supports? Are there faculty that have experience with learners in difficulty? |
Do faculty know how to remediate a struggling learner? Who are the faculty that are skilled in teaching, communication, developing learning supports? |
What are the perceptions, expectations, or stressors around learners in difficulty? Who are the faculty that have a positive approach to learning supports? |
| Program/Environment |
What are the gaps in understanding how to identify a learner in difficulty, recognize the problem, and remediate? What knowledge is available for Programs to utilize when faced with a learner in difficulty? |
Where are the gaps in skill acquisition for supporting learners in difficulty? What resources are available to address learners in difficulty in the Cumming School of Medicine, PGME, or in the Department? |
What are the systemic barriers to supporting learners in difficulty? What supports exist in the Cumming School of Medicine, PGME, or in the Department? |