Preparing to conduct remediation

Abstract

In this chapter, the authors assert that effective faculty development for remediation is a capacity-building process, which requires both individually and institutionally focused approaches. They propose a set of specific competence areas for individual faculty development and briefly discuss attributes of teachers and theories of learning and teaching strategies that impact on the ability to remediate effectively. In particular, they focus on the importance and specifics of developing judgment, facilitation skills, emotional intelligence and courage, and attitudes consistent with effective remediation work. They conclude by proposing the need to organize these activities so that they are aimed at creating a community of practice in remediation, which is integrated with other important communities of practice (e.g., education and workplace) to inform and be informed by these related activities to ensure the most "competent" healthcare systems possible.