We should use learning rather than short-term performance to evaluate the effectiveness of undergraduate remediation
Author:
Affiliation:
1. Office of Undergraduate Medical Education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
2. Office of Postgraduate Medical Education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
Publisher
Informa UK Limited
Subject
Education,General Medicine
Link
https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2023.2292481
Reference18 articles.
1. Bjork EL Bjork RA. 2011. Making things hard on yourself but in a good way: Creating desirable difficulties to enhance learning. In: Gernsbacher MA Pew RW Hough LM Pomerantz JR editors. Psychology and the real world: Essays illustrating fundamental contributions to society. Worth Publishers; p. 56–64.
2. Self-Threat Magnifies the Self-Serving Bias: A Meta-Analytic Integration
3. “Forward Feeding” About Studentsʼ Progress: The Case for Longitudinal, Progressive, and Shared Assessment of Medical Students
4. The remediation challenge: theoretical and methodological insights from a systematic review
5. Failure to fail: The institutional perspective
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