Please use this identifier to cite or link to this item: https://ahro.austin.org.au/austinjspui/handle/1/25264
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dc.contributor.authorTo, Henry-
dc.contributor.authorCargill, Ashleigh-
dc.contributor.authorTobin, Stephen-
dc.contributor.authorNestel, Debra-
dc.date2020-10-30-
dc.date.accessioned2020-11-10T03:07:39Z-
dc.date.available2020-11-10T03:07:39Z-
dc.date.issued2021-07-
dc.identifier.citationJournal of Surgical Education 2021; 78(4): 1111-1122en
dc.identifier.urihttps://ahro.austin.org.au/austinjspui/handle/1/25264-
dc.description.abstractSurgical trainees with significant underperformance require formal support to return to an expected standard, termed remediation. The aim of this scoping review was to define remediation interventions, approaches, and contexts. Following scoping review protocols, we set out to identify the evidence-base for remediation of surgical trainees, outline key concepts and uncover areas to stimulate further research. From a screen of 80 articles, 24 reported on remediation of surgical trainees. Most were from medical journals (n = 21, 88%) and published in the United States (n = 20, 83%). Ten articles (41%) reported outcomes of remediation of a trainee cohort and 7 (19%) were survey reports from surgical directors. The remainder were a mix of commentaries, editorials or reviews. Thirteen articles (54%) described trainees with deficiencies in multiple competencies, 8 articles (33%) had a singular focus on academic performance, and 1 article (3%) on technical skills. All articles used targeted individualized remediation strategies, a range of intervention methods (some multimodal) and recommended a 6- to 12-month period of remediation (n = 7, 29%). The program director was often the only supervisor (n = 12, 50%). One article reported trainees' perspective of the process and one used educational theory to inform remediation. Data with clearly reported outcomes were limited, but we found that targeted, individualized, multimodal and long-term remediation covering a range of competencies have been reported in the literature for surgical trainees. There is a need for development of explicit frameworks, strengthen the support for supervisors and trainees and further apply educational theory to develop better interventions that remediate deficiencies for all competencies.en
dc.language.isoeng-
dc.subjectcompetencyen
dc.subjectpatient safetyen
dc.subjectremediationen
dc.subjectresidenten
dc.subjectsurgeryen
dc.subjecttraineeen
dc.subjectunderperformanceen
dc.titleRemediation of Underperformance in Surgical Trainees - A Scoping Review.en
dc.typeJournal Articleen
dc.identifier.journaltitleJournal of Surgical Educationen
dc.identifier.affiliationUniversity of Melbourne, Parkville, Australiaen
dc.identifier.affiliationMonash Institute for Health & Clinical Education, Monash University, Clayton, Australiaen
dc.identifier.affiliationSt Vincent's Hospital, Fitzroy, Australiaen
dc.identifier.affiliationSurgery (University of Melbourne)en
dc.identifier.affiliationSchool of Medicine, Western Sydney University, Penrith, New South Wales, Australiaen
dc.identifier.doi10.1016/j.jsurg.2020.10.010en
dc.type.contentTexten
dc.identifier.pubmedid33139216-
local.name.researcherNestel, Debra
item.fulltextNo Fulltext-
item.openairetypeJournal Article-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextnone-
item.languageiso639-1en-
item.cerifentitytypePublications-
crisitem.author.deptSurgery (University of Melbourne)-
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