Experiences of remediation in family medicine postgraduate education: An interpretative phenomenological analysis
Notice bibliographique
Résumé
PURPOSE: Remediation programs in postgraduate medical education aim to help struggling residents successfully complete their training and graduate. Research has mostly focused on educators' and program directors' perspectives on the development and quality of remediation programs. However, little is known about the experience of being remediated. This investigation aimed to understand how practicing family physicians who underwent remediation during their residency experienced their remediation program. MATERIALS AND METHODS: In this Interpretative Phenomenological Analysis (IPA) study, we purposively sampled six family medicine practitioners who underwent successful remediation as residents in a Canadian medical school. We individually interviewed them in-depth, one to six years after graduation. For data analysis, we combined IPA thematic and narrative techniques. RESULTS: While each participant had a unique experience of remediation, we identified a common longitudinal process of four consecutive periods: pre-remediation, remediation, and early and late post-remediation. All participants experienced the remediation announcement as shocking, surprising, and disruptive, as most were unaware that they were not reaching the expected competency standards. This triggered the hot-cognition learning process that characterized the initial phases of their remediation experience. During remediation, they went through a progressive reorganization of a self-coherent professional identity formation process, mediated by the interactions with their educators. In the early post-remediation phase, most participants accepted their teachers' and institution's educational evaluations and expectations. Some, however, started developing a dissonant professional identity vis-à-vis their community of practice. In the late post-remediation phase, most participants viewed their remediation experiences as beneficial to their career development, but others felt lasting harm, evidenced by less career satisfaction and practice advancement. DISCUSSION: The experience of being remediated in postgraduate medical education is an emotionally charged one. It is modulated by a variety of personal factors and surrounding features. The quality of interactions between residents who need remediation and their remediators appears to be a critical element in the success of a remediation program. Remediation, even when successful, is a shocking and emotionally challenging educational experience for those who undergo it, with important and lasting implications.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,009 | 0,012 |
| Communication savante | 0,004 | 0,005 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».