Experiences of remediation in family medicine postgraduate education: An interpretative phenomenological analysis.
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| Title: | Experiences of remediation in family medicine postgraduate education: An interpretative phenomenological analysis. |
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| Authors: | Turcotte, Sara1 (AUTHOR), Feldman, Perle2,3 (AUTHOR), Rice, Kathleen3 (AUTHOR), Leung, Fok-Han4 (AUTHOR), Forte, Milena4,5 (AUTHOR), Rodriguez, Charo3,6 (AUTHOR) charo.rodriguez@mcgill.ca |
| Source: | Medical Teacher. Feb2026, Vol. 48 Issue 2, p226-237. 12p. |
| Subject Terms: | *Medical education, *Internship programs, *Remedial teaching, *Clinical competence, *Research methodology, Family medicine, Research funding, Interviewing, Judgment sampling, Descriptive statistics, Thematic analysis, Phenomenology |
| Geographic Terms: | Canada |
| Abstract: | Purpose: Remediation programs in postgraduate medical education aim to help struggling residents successfully complete their training and graduate. Research has mostly focused on educators' and program directors' perspectives on the development and quality of remediation programs. However, little is known about the experience of being remediated. This investigation aimed to understand how practicing family physicians who underwent remediation during their residency experienced their remediation program. Materials and Methods: In this Interpretative Phenomenological Analysis (IPA) study, we purposively sampled six family medicine practitioners who underwent successful remediation as residents in a Canadian medical school. We individually interviewed them in-depth, one to six years after graduation. For data analysis, we combined IPA thematic and narrative techniques. Results: While each participant had a unique experience of remediation, we identified a common longitudinal process of four consecutive periods: pre-remediation, remediation, and early and late post-remediation. All participants experienced the remediation announcement as shocking, surprising, and disruptive, as most were unaware that they were not reaching the expected competency standards. This triggered the hot-cognition learning process that characterized the initial phases of their remediation experience. During remediation, they went through a progressive reorganization of a self-coherent professional identity formation process, mediated by the interactions with their educators. In the early post-remediation phase, most participants accepted their teachers' and institution's educational evaluations and expectations. Some, however, started developing a dissonant professional identity vis-à-vis their community of practice. In the late post-remediation phase, most participants viewed their remediation experiences as beneficial to their career development, but others felt lasting harm, evidenced by less career satisfaction and practice advancement. Discussion: The experience of being remediated in postgraduate medical education is an emotionally charged one. It is modulated by a variety of personal factors and surrounding features. The quality of interactions between residents who need remediation and their remediators appears to be a critical element in the success of a remediation program. Remediation, even when successful, is a shocking and emotionally challenging educational experience for those who undergo it, with important and lasting implications. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191515436 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experiences of remediation in family medicine postgraduate education: An interpretative phenomenological analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Turcotte%2C+Sara%22">Turcotte, Sara</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Feldman%2C+Perle%22">Feldman, Perle</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rice%2C+Kathleen%22">Rice, Kathleen</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leung%2C+Fok-Han%22">Leung, Fok-Han</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Forte%2C+Milena%22">Forte, Milena</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Charo%22">Rodriguez, Charo</searchLink><relatesTo>3,6</relatesTo> (AUTHOR)<i> charo.rodriguez@mcgill.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2026, Vol. 48 Issue 2, p226-237. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Remedial+teaching%22">Remedial teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Family+medicine%22">Family medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Remediation programs in postgraduate medical education aim to help struggling residents successfully complete their training and graduate. Research has mostly focused on educators' and program directors' perspectives on the development and quality of remediation programs. However, little is known about the experience of being remediated. This investigation aimed to understand how practicing family physicians who underwent remediation during their residency experienced their remediation program. Materials and Methods: In this Interpretative Phenomenological Analysis (IPA) study, we purposively sampled six family medicine practitioners who underwent successful remediation as residents in a Canadian medical school. We individually interviewed them in-depth, one to six years after graduation. For data analysis, we combined IPA thematic and narrative techniques. Results: While each participant had a unique experience of remediation, we identified a common longitudinal process of four consecutive periods: pre-remediation, remediation, and early and late post-remediation. All participants experienced the remediation announcement as shocking, surprising, and disruptive, as most were unaware that they were not reaching the expected competency standards. This triggered the hot-cognition learning process that characterized the initial phases of their remediation experience. During remediation, they went through a progressive reorganization of a self-coherent professional identity formation process, mediated by the interactions with their educators. In the early post-remediation phase, most participants accepted their teachers' and institution's educational evaluations and expectations. Some, however, started developing a dissonant professional identity vis-à-vis their community of practice. In the late post-remediation phase, most participants viewed their remediation experiences as beneficial to their career development, but others felt lasting harm, evidenced by less career satisfaction and practice advancement. Discussion: The experience of being remediated in postgraduate medical education is an emotionally charged one. It is modulated by a variety of personal factors and surrounding features. The quality of interactions between residents who need remediation and their remediators appears to be a critical element in the success of a remediation program. Remediation, even when successful, is a shocking and emotionally challenging educational experience for those who undergo it, with important and lasting implications. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2025.2532779 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 226 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Internship programs Type: general – SubjectFull: Remedial teaching Type: general – SubjectFull: Clinical competence Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Family medicine Type: general – SubjectFull: Research funding Type: general – SubjectFull: Interviewing Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Experiences of remediation in family medicine postgraduate education: An interpretative phenomenological analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Turcotte, Sara – PersonEntity: Name: NameFull: Feldman, Perle – PersonEntity: Name: NameFull: Rice, Kathleen – PersonEntity: Name: NameFull: Leung, Fok-Han – PersonEntity: Name: NameFull: Forte, Milena – PersonEntity: Name: NameFull: Rodriguez, Charo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 48 – Type: issue Value: 2 Titles: – TitleFull: Medical Teacher Type: main |
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