Submission ID 77571

Code P34
At the end of this workshop, participants will be able to:
Category Medical Education
Type Poster
Will the presenter be a: Other
Presenter Other Faculty
Title Learners in Academic Difficulty in Postgraduate Medical Education (Pgme): Barriers and Opportunities
Background/Purpose Remediation provides learners with supports to augment training. Higher stakes for the learner and significant time commitment for the Program Directors (PDs) and Teaching Faculty (TF), require identification of barriers to successfully supporting learners in difficulty (LID). This study surveyed PD, TF, and Resident perceptions of barriers to Remediation as one phase of a mixed methods study.
Methods In 2020/2021 we conducted a cross sectional study using surveys from PDs, TFs, and Residents at the University of Calgary Cumming School of Medicine. Questions focused on knowledge, skills, and attitudes towards Remediation. Data was analysed using descriptive statistics.
Results 30/78 (38%) PDs, 162/6000 (3%) of TFs, and 60/825 (7%) of Residents responded. 26% of PDs responded they lacked professional development in this area. 65% of PDs and 57% of TFs reported at least some experience working with LID yet 26% of PDs reported lack of confidence and none felt very confident in their approach. 77% of PDs and 88% of TF reported witnessing failure to fail. 83% of PDs, 25% of Teaching Faculty, and 24% of Residents were aware of the Education Resource Specialist and 74% of PDs, 32% of TF, and 18% of Residents were aware of the Director of Learner Resources. 96% of PDs, 50% of Faculty, and 31% of Residents knew how to access policies. Barriers were identified as systemic, faculty specific, and resident specific.
Discussion Barriers to supporting LID include systemic issues, available supports, and faculty/resident attitudes toward remediation. Opportunities for professional development and improved awareness of resources were identified.
Keyword 1 Remediation
Keyword 2 Postgraduate Medical Education
Keyword 3
Abstract content most relevant to: (check all that apply) Residency Education
Abstract Track - First Choice Assessment
Assessment General
Authors Aliya Kassam
Aleksandra Mineyko

Loading . . .
please wait . . . loading