Struggling Medical Learners: A Competency-Based Approach to Improving Performance
Heather Ridinger,
Jamie Cvengros,
James Gunn,
Pedro Tanaka,
Joseph Rencic,
Ara Tekian,
Yoon Soo Park
Affiliations
Heather Ridinger
Assistant Professor, Department of Internal Medicine, Vanderbilt University School of Medicine; Co-course Director, Foundations of Healthcare Delivery Course, Vanderbilt University School of Medicine
Jamie Cvengros
Associate Professor, Department of Behavioral Sciences, Rush Medical College of Rush University Medical Center; Director of Clinical Communication Training & Research, Rush Medical College of Rush University Medical Center
James Gunn
Associate Professor, Physician Assistant Program, Midwestern University; Director of Didactic Education, Physician Assistant Program, Midwestern University
Pedro Tanaka
Clinical Professor, Department of Anesthesiology, Stanford University School of Medicine; Associate Program Director, Anesthesiology Residency Program, Stanford University School of Medicine; Director, Teaching Scholars Program, Stanford University School of Medicine
Joseph Rencic
Associate Professor, Department of Medicine, Tufts University School of Medicine; Associate Program Director, Internal Medicine Residency Program, Tufts University School of Medicine; Co-course Director, Introduction to Clinical Reasoning Course, Tufts University School of Medicine
Ara Tekian
Professor, Department of Medical Education, University of Illinois College of Medicine; Associate Dean for International Affairs, Department of Medical Education, University of Illinois College of Medicine
Yoon Soo Park
Associate Professor, Department of Medical Education, University of Illinois College of Medicine
Introduction Faculty must be trained to recognize, analyze, and provide feedback and resources to struggling medical learners. Training programs must be equipped to intervene when necessary with individualized remediation efforts to ensure learner success. Methods This 90-minute interactive faculty development workshop provides a foundational competency-based framework for identifying and assisting the struggling medical learner. The workshop uses a mock academic promotions committee meeting addressing the case of a struggling undergraduate learner. The workshop was presented at two regional conferences, and participants completed an anonymous evaluation form containing 10 items on a 5-point Likert scale and two open-ended questions. Data were analyzed and a subgroup analysis performed using an independent t test and correlation. Qualitative data were read and coded for representative themes by two authors. Results Fifty-five participants completed an evaluation form. The quality of the workshop was high (M = 4.5, SD = 0.6); participants agreed that the learning objectives were achieved and relevant to their educational needs (M = 4.4, SD = 0.7). A significant positive correlation existed between perceived quality and the interactive elements (.70, p < .05) as well as the intention to apply learning (.60, p < .05). Written comments revealed six themes: role-play, resources, interaction with colleagues, modeling, relevant content, and the process of learning. Discussion The workshop's quality, relevance, and applicability were rated excellent among medical educators. Participants felt the interactive nature of the workshop was its most useful aspect, and a majority intended to apply the learning to their practice.
