Remediation for professional performance: the ALSO (Additional Learning Support Opportunities) program

Malau-Aduli, Bunmi, Page, Wendy, Cooling, Nick, and Turner, Richard (2013) Remediation for professional performance: the ALSO (Additional Learning Support Opportunities) program. In: Abstracts from ANZAPHE 2013. 12793. p. 168. From: ANZAHPE 2013: Australian and New Zealand Association of Health Professional Educators Annual Conference, 24-27 June 2013, Melbourne, VIC, Australia.

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Introduction/Background: Quality and safety outcomes demand that remediation does more than enable students to pass examinations. Given the limitations on faculty time and funding for remediation, it is important to encourage students to become masters of their own learning.

Purpose/Objectives: This study investigated the effectiveness of an innovative remediation program which was based on socio-cognitive theory with an emphasis on self-efficacy to improve academic and clinical performance of underperforming medical students.

Issues/Questions for exploration/methodology: Interventions were multi-faceted and composed of a wide range of group activities. The efficacy of the intervention program was evaluated using mixed-method approach consisting of semi-structured interviews, questionnaire (using a Likert scale and open ended questions) and quantitative analysis of OSCE outcomes (pre and post intervention).

Results: Students demonstrated significant improvements across 3 of the 5 domains measured in OSCE performance (management, diagnosis and communication), with some variance between domestic and international students. Self-efficacy beliefs were markedly increased post-intervention.

Discussion: Subsequent qualitative data suggests that beyond summative exam results, gains were translated to the clinical context with enhanced confidence and self-belief, enabling perceived improved performance in the workplace.

Conclusions: Multi-dimensional, group orientated remediation which enhances self-efficacy beliefs improves outcomes for students in both high stakes assessment and in the clinical context, thus allowing translational and longitudinal benefits.

Item ID: 39517
Item Type: Conference Item (Abstract / Summary)
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Date Deposited: 01 Oct 2015 04:18
FoR Codes: 11 MEDICAL AND HEALTH SCIENCES > 1199 Other Medical and Health Sciences > 119999 Medical and Health Sciences not elsewhere classified @ 50%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
SEO Codes: 92 HEALTH > 9299 Other Health > 929999 Health not elsewhere classified @ 70%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 30%
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