Guidelines: The dos, don’ts and don’t knows of remediation in medical education

Kalet A Chou CL Remediation in medical education: a mid-course correction 2014 Heidelberg, Berlin, New York Springer

Bhatti NI Ahmed A Stewart MG Miller RH Choi SS Remediation of problematic residents—a national survey Laryngoscope 2016 126 834 838

Guerrasio J Garrity MJ Aagaard EM Learner deficits and academic outcomes of medical students, residents, fellows, and attending physicians referred to a remediation program, 2006–2012 Acad Med 2014 89 352 358

Turner JA Fitzsimons MG Pardo MC Effect of performance deficiencies on graduation and board certification rates: a 10-yr multicenter study of anesthesiology residents Anesthesiology 2016 125 221 229

Warburton KM Goren E Dine CJ Comprehensive assessment of struggling learners referred to a graduate medical education remediation program J Grad Med Educ 2017 9 763 767

Winston KA Core concepts in remediation: lessons learned from a six year case study Med Sci Educ 2015 25 307 315

Winston KA Van Der Vleuten CPM Scherpbier AJJA An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students Med Teach 2010 32 236 243

Nixon LJ Gladding SP Duffy BL Describing failure in a clinical clerkship: Implications for identification, assessment and remediation for struggling learners J Gen Intern Med 2016 31 1172 1179

Mavis BE Wagner DP Henry RC Documenting clinical performance problems among medical students: feedback for learner remediation and curriculum enhancement Med Educ Online 2013 18 20598

Yao DC Wright SM National survey of internal medicine residency program directors regarding problem residents JAMA 2000 284 1099 1104

Silverberg M Weizberg M Murano T Smith JL Burkhardt JC Santen SA What is the prevalence and success of remediation of emergency medicine residents? West J Emerg Med 2015 16 839 844

Vermeulen MI Kuyvenhoven MM de Groot E Poor performance among trainees in a Dutch postgraduate GP training program Fam Med 2016 48 430 438

DeKosky AS Sedrak MS Goren E Dine CJ Warburton KM Simple frameworks for daily work: innovative strategies to coach residents struggling with time management, organization, and efficiency J Grad Med Educ 2018 10 325 330

Foo J Rivers G Ilic D The economic cost of failure in clinical education: a multi-perspective analysis Med Educ 2017 51 740 754

Davison I McManus C Taylor C Evaluation of GP specialty selection, Health Education England 2016

Cleland JA Arnold R Chesser A Failing finals is often a surprise for the student but not the teacher Med Teach 2005 27 504 508

Cleland J Leggett H Sandars J Costa MJ Patel R Moffat M The remediation challenge: theoretical and methodological insights from a systematic review Med Educ 2013 47 242 251

Steinert Y The ‘problem’ learner: whose problem is it? AMEE Guide No. 76 Med Teach 2013 35 e1035 e1045

Brenner AM Mathai S Jain S Mohl PC Can we predict ‘problem residents’? Acad Med 2010 85 1147 1151

Yao DC Wright SM The challenge of problem residents J Gen Intern Med 2001 16 486 492

Guerrasio J Furfari KA Rosenthal LD Nogar CL Wray KW Aagaard EM Failure to fail: the institutional perspective Med Teach 2014 36 799 803

Cleland JA Knight L Rees C Tracey S Bond CB ‘Is it me or is it them?’ Factors influencing assessors’ failure to report underperformance in medical students Med Educ 2008 42 800 809

Luhanga FL Larocque S MacEwan L Yovita N Danyluk P Exploring the issue of failure to fail in professional education programs: a multidisciplinary study J Univ Teach Learn Prac 2014 11 3

Wilkinson TJ Tweed MJ Egan TG Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress BMC Med Educ 2011 11 29

Gold WL McArdle P Federman DD Should medical school faculty see assessments of students made by previous teachers? Acad Med 2002 77 1096 1100

Hawthorne MR Chretien KC Torre D Chheda SG Re-demonstration without remediation—a missed opportunity? A national survey of internal medicine clerkship directors Med Educ Online 2014 19 25991

Ellaway RH Chou CL Kalet AL Situating remediation: accommodating success and failure in medical education systems Acad Med 2018 93 391 398

Hunt LA McGee P Gutteridge R Hughes M Failing securely: the processes and support which underpin English nurse mentors’ assessment decisions regarding under-performing students Nurse Educ Today 2016 39 79 86

Frellsen SL Baker EA Papp KK Durning SJ Medical school policies regarding struggling medical students during the internal medicine clerkships: results of a national survey Acad Med 2008 83 876 881

Pell G Fuller R Homer M Roberts T Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments Med Teach 2012 34 146 150

Cleland JA Cilliers F van Schalkwyk S The learning environment in remediation: a review Clin Teach 2018 15 13 18

Weizberg M Smith JL Murano T Silverberg M Santen SA What does remediation and probation status mean? A survey of emergency medicine residency program directors Acad Emerg Med 2015 22 113 116

Krzyzaniak SM Wolf SJ Byyny R A qualitative study of medical educators’ perspectives on remediation: Adopting a holistic approach to struggling residents Med Teach 2017 39 967 974

Lefroy J Watling C Teunissen PW Brand P Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education Perspect Med Educ 2015 4 284 99

Reason J Human error: models and management BMJ 2000 320 768 770

Mattick K Knight L High-quality learning: harder to achieve than we think? Med Educ 2007 41 638 644

Kalet A Chou CL Ellaway RH To fail is human: remediating remediation in medical education Perspect Med Educ 2017 6 418 424

Bullock JL Lai CJ Lockspeiser T In pursuit of Honors: a multi-institutional study of students’ perceptions of clerkship evaluation and grading Acad Med 2019 10.1097/ACM.0000000000002905 epub ahead of print

Lucey CR Thibault GE ten Cate O Competency-based, time-variable education in the health professions: crossroads Acad Med 2018 93 S1 S5

Cutrer WB Miller B Pusic MV Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education Acad Med 2017 92 70 75

Bennion LD Durning SJ LaRochelle J Untying the Gordian knot: remediation problems in medical schools that need remediation BMC Med Educ 2018 18 120

Rogers CR On becoming a person: a therapist’s view of psychotherapy 1961

Telio S Ajjawi R Regehr G The ‘educational alliance’ as a framework for reconceptualizing feedback in medical education Acad Med 2015 90 609 614

Dweck CS Mindset: the new psychology of success 2016 New York Ballantine Books

Stegers-Jager KM Cohen-Schotanus J Splinter TA Themmen AP Academic dismissal policy for medical students: effect on study progress and help-seeking behaviour Med Educ 2011 45 987 994

Hattie J Timperley H The power of feedback Rev Educ Res 2007 77 81 112

Watling CJ Ginsburg S Assessment, feedback and the alchemy of learning Med Educ 2019 53 76 85

Rougas S Clyne B Cianciolo AT Chan TM Sherbino J Yarris LM An extended validity argument for assessing feedback culture Teach Learn Med 2015 27 355 358

Boud D Molloy E Feedback in higher and professional education 2013 London Routledge

Neville S French S Clinical education: students’ and clinical tutors’ views Physiotherapy 1991 77 351 354

Bearman M Tai J Kent F Edouard V Nestel D Molloy E What should we teach the teachers? Identifying the learning priorities of clinical supervisors Adv in Health Sci Educ 2018 23 29 41

Higgins R Hartley P Skelton A Getting the message across: the problem of communicating assessment feedback Teach High Educ 2001 6 269 274

Gibbs G Bryan C Clegg K How assessment frames student learning Innovative assessment in higher education 2006 London Routledge

Poulos A Mahony MJ Effectiveness of feedback: the students’ perspective Assess Eval High Educ 2008 33 143 154

Brinkman WB Geraghty SR Lanphear BP Effect of multisource feedback on resident communication skills and professionalism: a randomized controlled trial Arch Pediatr Adolesc Med 2007 161 44 49

Winstone NE Nash RA Parker M Rowntree J Supporting learners’ agentic engagement with feedback: a systematic review and a taxonomy of recipience processes Educ Psychol 2017 52 17 37

Carless D Salter D Yang M Lam J Developing sustainable feedback practices Stud High Educ 2011 36 395 407

Cleland JA Dowell J McLachlan J Nicholson S Patterson F Identifying best practice in the selection of medical students. General Medical Council (GMC) 2013

MacKenzie RK Dowell J Ayansina D Cleland JA Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study Adv Health Sci Educ 2017 22 365 385

Hecker K Norman G Have admissions committees considered all the evidence? Adv Health Sci Educ 2017 22 573

Wilkinson TJ McKenzie JM Ali AN Rudland J Carter FA Bell CJ Identifying medical students at risk of underperformance from significant stressors BMC Med Educ 2016 16 43

Frank JR Snell L Englander R Holmboe ES Implementing competency-based medical education: moving forward Med Teach 2017 39 568 573

Gruppen LD Burkhardt JC Fitzgerald JT Competency-based education: programme design and challenges to implementation Med Educ 2016 50 532 539

Frank JR Danoff D The CanMEDS initiative: implementing an outcomes-based framework of physician competencies Med Teach 2007 29 642 647

Holmboe ES Edgar L Hamstra S The Milestones Guidebook 2016 Chicago ACGME

Larsen DP Butler AC Roediger HL III Test-enhanced learning in medical education Med Educ 2008 42 959 966

Larsen DP Butler AC Roediger HL III Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial Med Educ 2009 43 1174 1181

Dunlosky J Rawson KA Marsh EJ Nathan MJ Willingham DT Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology Psychol Sci Public Interest 2013 14 4 58

Bangert-Drowns RL Kulik JA Kulik CL Effects of frequent classroom testing J Educ Res 1991 85 89 99

Roediger HL III Karpicke JD Test-enhanced learning: taking memory tests improves long-term retention Psychol Sci 2006 17 249 255

Platt MP Davis EM Grundfast K Grillone G Early detection of factual knowledge deficiency and remediation in otolaryngology residency education Laryngoscope 2014 124 E309 E311

Hays RB Lawson M Gray C Problems presented by medical students seeking support: a possible intervention framework Med Teach 2011 33 161 164

Hauer KE Lucey CR Core clerkship grading: the illusion of objectivity Acad Med 2019 94 469 472

Krasner MS Epstein RM Beckman H Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians JAMA 2009 302 1284 1293

Dyrbye LN Shanafelt TD Werner L Sood A Satele D Wolanskyj AP The impact of a required longitudinal stress management and resilience training course for first-year medical students J Gen Intern Med 2017 32 1309 1314

Chou CL Johnston CB Singh B A ‘safe space’ for learning and reflection: one school’s design for continuity with a peer group across clinical clerkships Acad Med 2011 86 1560 1565

Bearman M Molloy E Ajjawi R Keating J ‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings Teach High Educ 2013 18 531 544

Yellin PB Kalet A Chou CL Learning differences and medical education Remediation in medical education: a mid-course correction 2014 Heidelberg, Berlin, New York Springer

Cox SM ‘Forward feeding’ about students’ progress: information on struggling medical students should not be shared among clerkship directors or with students’ current teachers Acad Med 2008 83 801

Cleary L ‘Forward feeding’ about students’ progress: the case for longitudinal, progressive, and shared assessment of medical students Acad Med 2008 83 800

Cohen GS Blumberg P Investigating whether teachers should be given assessments of students made by previous teachers Acad Med 1991 66 288 289

Pangaro L ‘Forward feeding’ about students’ progress: more information will enable better policy Acad Med 2008 83 802 803

Warm EJ Englander R Pereira A Barach P Improving learner handovers in medical education Acad Med 2017 92 927 931

Ziring D Danoff D Grosseman S How do medical schools identify and remediate professionalism lapses in medical students? A study of US and Canadian medical schools Acad Med 2015 90 913 920

Rinehart-Thompson LA Amendments to FERPA regulations J AHIMA 2009 80 56

Graham R Hall R Gilmer WG Connecting the dots …: information sharing by post-secondary educational institutions under the Family Education Rights and Privacy Act (FERPA) Educ Law 2008 20 301 316

Schulze LN Jr. Balancing law student privacy interests and progressive pedagogy: dispelling the myth that FERPA prohibits cutting-edge academic support methodologies Widener Law J 2009 19 215

Humphrey-Murto S LeBlanc A Touchie C The influence of prior performance information on ratings of current performance and implications for learner handover: a scoping review Acad Med 2019 10.1097/ACM.0000000000002731

Huber VL Comparison of the effects of specific and general performance standards on performance appraisal decisions Decis Sci 1989 20 545 557

Price JA. Sharing student background information with faculty: does it make a difference? Dissertation, Harvard University; 2012.

Dudek NL Marks MB Regehr G Failure to fail: the perspectives of clinical supervisors Acad Med 2005 80 S84 S87

Saxena V O’Sullivan PS Teherani A Irby DM Hauer KE Remediation techniques for student performance problems after a comprehensive clinical skills assessment Acad Med 2009 4 669 676

Winston KA Van Der Vleuten CPM Scherpbier AJJA The role of the teacher in remediating at-risk medical students Med Teach 2012 34 e732 e742

Mak-van der Vossen MC de la Croix A Teherani A van Mook WN Croiset G Kusurkar RA A road map for attending to medical students’ professionalism lapses Acad Med 2019 94 570 578

O’Neill LD Norberg K Thomsen M Residents in difficulty—just slower learners? A case-control study BMC Med Educ 2014 14 1047

Klamen DL Williams RG The efficacy of a targeted remediation process for students who fail standardized patient examinations Teach Learn Med 2011 23 3 11

Kalet A Zabar S Kalet A Chou CL Preparing to conduct remediation Remediation in medical education: a mid-course correction 2014 Heidelberg, Berlin, New York Springer

Kebaetse MB Winston K Physician remediation: accepting and working with complementary conceptualisations Med Educ 2019 53 210 211

Patel R Tarrant C Bonas S Yates J Sandars J The struggling student: a thematic analysis from the self-regulated learning perspective Med Educ 2015 49 417 426

Bellini LM Kalet A Englander R Providing compassionate off-ramps for medical students is a moral imperative Acad Med 2019 10.1097/ACM.0000000000002568

Aagaard EM Moscoso L Practical implications of compassionate off-ramps for medical students Acad Med 2019 94 619

Winston KA Van Der Vleuten CPM Scherpbier AJJA At-risk medical students: implications of students’ voice for the theory and practice of remediation Med Educ 2010 44 1038 1047

Zbieranowski I Takahashi SG Verma S Spadafora SM Remediation of residents in difficulty: a retrospective 10-year review of the experience of a postgraduate board of examiners Acad Med 2013 88 111 116

Kogan JR Hatala R Hauer KE Holmboe E Guidelines: the do’s, don’ts and don’t knows of direct observation of clinical skills in medical education Perspect Med Educ 2017 6 286 305

Stegers-Jager K Cohen-Schotanus J Themmen A The effect of a short integrated study skills programme for first-year medical students at risk of failure: a randomised controlled trial Med Teach 2013 35 120 126

Tanilon J Vedder P Segers M Tillema H Incremental validity of a performance-based test over and above conventional academic predictors Learn Individ Differ 2011 21 223 226

Winston KA Van Der Vleuten CPM Scherpbier AJJA Prediction and prevention of failure: an early intervention to assist at-risk medical students Med Teach 2014 36 25 31

Yates J Development of a ‘toolkit’ to identify medical students at risk of failure to thrive on the course: an exploratory retrospective case study BMC Med Educ 2011 11 95

Shaban S McLean M Predicting performance at medical school: can we identify at-risk students? Adv Med Educ Pract 2011 2 139

Chang A Boscardin C Chou CL Loeser H Hauer KE Predicting failing performance on a standardized patient clinical performance examination: the importance of communication and professionalism skills deficits Acad Med 2009 84 S101 S104

Hemann BA Durning SJ Kelly W Dong T Pangaro LN Hemmer PA Referral for competency committee review for poor performance on the internal medicine clerkship is associated with poor performance in internship Mil Med 2015 180 71 76

Papadakis MA Teherani A Banach MA Disciplinary action by medical boards and prior behavior in medical school N Engl J Med 2005 353 2673 2682

Burns CA Lambros MA Atkinson HH Russell G Fitch MT Preclinical medical student observations associated with later professionalism concerns Med Teach 2017 39 38 43

Haight SJ Chibnall JT Schindler DL Slavin SJ Associations of medical student personality and health/wellness characteristics with their medical school performance across the curriculum Acad Med 2012 87 476 485

Griffin B Wilson IG Faking good: self-enhancement in medical school applicants Med Educ 2012 46 485 490

Hodgson CS Teherani A Gough HG Bradley P Papadakis MA The relationship between measures of unprofessional behavior during medical school and indices on the California Psychological Inventory Acad Med 2007 82 S4 S7

Barrett A Galvin R Steinert Y A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43 Med Teach 2016 38 1188 1198

Boileau E St-Onge C Audétat MC Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature Adv Med Educ Pract 2017 8 89

van der Vleuten CP Schuwirth LW Driessen EW A model for programmatic assessment fit for purpose Med Teach 2012 34 205 214

Masters DE O’Brien BC Chou CL The third-year medical student ‘grapevine’: managing transitions between third-year clerkships using peer-to-peer handoffs Acad Med 2013 88 1534 1538

Berger JT Moral distress in medical education and training J Gen Intern Med 2014 29 395 398

Frost HD Regehr G ‘I am a doctor’: negotiating the discourses of standardization and diversity in professional identity construction Acad Med 2013 88 1570 1577

Steinert Y Levitt C Working with the “problem” resident: Guidelines for definition and intervention Fam Med 1993 25 627 632

Dyrbye LN Massie FS Eacker A Relationship between burnout and professional conduct and attitudes among US medical students JAMA 2010 304 1173 1180

Dyrbye L Shanafelt T A narrative review on burnout experienced by medical students and residents Med Educ 2016 50 132 149

Grainger B Yielder J Reid P Bagg W Predictors of medical student remediation and their underlying causes: early lessons from a curriculum change in the University of Auckland Medical Programme N Z Med J 2017 130 73 82

Wheeler DJ Zapata J Davis D Chou C Twelve tips for responding to microaggressions and overt discrimination: when the patient offends the learner Med Teach 2019 10.1080/0142159X.2018.1506097

Woolf K Potts HW McManus IC Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis BMJ 2011 342 d901

Dyrbye LN Thomas MR Power DV Burnout and serious thoughts of dropping out of medical school: a multi-institutional study Acad Med 2010 85 94 102

Curtis E Wikaire E Kool B What helps and hinders indigenous student success in higher education health programmes: a qualitative study using the critical incident technique High Educ Res Dev 2015 34 486 500

Steele CM Aronson J Stereotype threat and the intellectual test performance of African Americans J Pers Soc Psychol 1995 69 797

Brondolo E Jean-Pierre KL Kalet A Chou CL ‘You Said, I Heard’: speaking the subtext in interracial conversations Remediation in medical education: a mid-course correction 2014 Heidelberg, Berlin, New York Springer

Kruger J Dunning D Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments J Pers Soc Psychol 1999 77 1121 1134

Devoe P Niles C Andrews N Lessons learned from a study-group pilot program for medical students perceived to be ‘at risk’ Med Teach 2007 29 e37 e40

Coelho C Zahra D Ali K Tredwin C To accept or decline academic remediation: what difference does it make? Med Teach 2019 10.1080/0142159X.2019.1585789

Leggett H Sandars J Burns P Helping students to improve their academic performance: A pilot study of a workbook with self-monitoring exercises Med Teach 2012 34 751 753

Alexander R Badenhorst E Gibbs T Intervention programme: a supported learning programme for educationally disadvantaged students Med Teach 2005 27 66 70

Gray CP Toms N A holistic remediation intervention for struggling undergraduate medical students affords sustained progress test performance recovery MedEdPublish 2018 10.15694/mep.2018.0000210.1

Muraskin L “Best Practices” in student support services: a study of five exemplary sites 1997 US Department of Education

Sayer M Chaput de Saintonge M Evans D Wood D Support for students with academic difficulties Med Educ 2002 36 643 650

Hays RB Remediation and re-assessment in undergraduate medical school examinations Med Teach 2012 34 91 92

Whitehead D Do we give them a fair chance? Attrition among first year tertiary students J Furth High Educ 2012 36 383 402

Stegers-Jager KM Cohen-Schotanus J Themmen AP Motivation, learning strategies, participation and medical school performance Med Educ 2012 46 678 688

Todres M Tsimtsiou Z Sidhu K Stephenson A Jones R Medical students’ perceptions of the factors influencing their academic performance: an exploratory interview study with high-achieving and re-sitting medical students Med Teach 2012 34 e325 e331

Durning SJ Cleary TJ Sandars J Hemmer P Kokotailo P Artino AR Viewing ‘strugglers’ through a different lens: how a self-regulated learning perspective can help medical educators with assessment and remediation Acad Med 2011 86:488 r95

Bierer SB Dannefer EF Tetzlaff JE Time to loosen the apron strings: cohort-based evaluation of a learner-driven remediation model at one medical school J Gen Intern Med 2015 30 1339 1343

Hickson GB Pichert JW Webb LE Gabbe SG A complementary approach to promoting professionalism: identifying, measuring, and addressing unprofessional behaviors Acad Med 2007 82 1040 1048

Gill AC Nelson EA Mian AI Raphael JL Rowley DR Mcguire AL Responding to moderate breaches in professionalism: an intervention for medical students Med Teach 2015 37 136 139

Cullen MJ Konia MR Borman-Shoap EC Not all unprofessional behaviors are equal: the creation of a checklist of bad behaviors Med Teach 2017 39 85 91

Dewey J How we think 1910 Lexington DC Heath and Co

Mercer N Words & minds: how we use language to think together 2000 London Routledge

Volet S Vauras M Salonen P Self- and social regulation in learning contexts: an integrative perspective Educ Psychol 2009 44 215 226

Winston KA Van Der Vleuten CPM Scherpbier AJJA Remediation of at-risk medical students: theory in action BMC Med Educ 2013 13 132

Hmelo-Silver CE Barrows HS Facilitating collaborative knowledge building Cogn Instr 2008 26 48 94

Stoyanova N Kennedy D Between chaos and entropy: community of inquiry from a systems perspective Complicity 2010 7 1 15

Tai JH Canny BJ Haines TP Molloy EK Identifying opportunities for peer learning: an observational study of medical students on clinical placements Teach Learn Med 2017 29 13 24

Brydges R Dubrowski A Regehr G A new concept of unsupervised learning: directed self-guided learning in the health professions Acad Med 2010 85 S49 S55

Topping K Ehly S Peer assisted learning 1998 Mahwah Erlbaum

Guerrasio J Cumbler E Trosterman A Wald H Brandenburg S Aagaard E Determining need for remediation through post-rotation evaluations J Grad Med Educ 2012 4 47 51

Patterson F Knight A Dowell J Nicholson S Cousans F Cleland J How effective are selection methods in medical education? A systematic review Med Educ 2016 50 36 60

Donnon T Paolucci EO Violato C The predictive validity of the MCAT for medical school performance and medical board licensing examinations: a meta-analysis of the published research Acad Med 2007 82 100 106

Callahan CA Hojat M Veloski J Erdmann JB Gonella JS The predictive validity of three versions of the MCAT in relation to performance in medical school, residency, and licensing examinations: a longitudinal study of 36 classes of Jefferson Medical College Acad Med 2010 85 980 987

McGrath B McQuail D Decelerated medical education Med Teach 2004 26 510 513

Bok HG Teunissen PW Favier RP Programmatic assessment of competency-based workplace learning: when theory meets practice BMC Med Educ 2013 13 123

Cleland JA Milne A Sinclair HK Lee AJ Predicting performance cohort study: is performance on early MBChB assessments predictive of later undergraduate grades? Med Educ 2008 42 676 683

Cohen DM Clinchot DM Werman HA A framework for analysis of sentinel events in medical student education Acad Med 2013 88 1680 1684

McLaughlin K Navigating in the fog of medical school admissions data Adv Health Sci Educ 2012 17 627 629

Kirschner PA van Merriënboer JJ Do learners really know best? Urban legends in education Educ Psychol 2013 48 169 183

Pashler H McDaniel M Rohrer D Bjork R Learning styles: concepts and evidence Psychol Sci Public Interest 2008 9 105 119

Araujo AM Leite C Costa P Costa MJ Early identification of first-year students at risk of dropping out of high-school entry medical school: the usefulness of teachers’ ratings of class participation Adv Health Sci Educ Theory Pract 2019 10.1007/s10459-018-9863-9

Klamen DL Borgia PT Can students’ scores on preclerkship clinical performance examinations predict that they will fail a senior clinical performance examination? Acad Med 2011 86 516 520

Greenburg DL Durning SJ Cohen DL Cruess D Jackson JL Identifying medical students likely to exhibit poor professionalism and knowledge during internship J Gen Intern Med 2007 22 1711 1717