Abstract
This chapter outlines the challenges and possibilities for working with underperformance in clinical education, based on theory and evidence. It commences by describing the experiences of underperformance from both learner and educator perspectives. Two comprehensive literature reviews on remediation from 2019 and 2021 are synthesized into ten strategies: five at program level and five at educator level. Drawing from self-determination theory, the guiding principles of building learners’ autonomy, competence, and relatedness are suggested as a useful frame for understanding how to frame any response to underperformance. Finally, feedback for future learning through building evaluative judgment is explored as a potential avenue for learners to build their capabilities beyond the area of immediate deficit. This chapter recognizes the complexity of working with underperformance, acknowledging there may be no easy solutions for this inherently challenging situation but offering a variety of different means to approach this educational problem.
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Bearman, M. (2023). Underperformance in Clinical Education: Challenges and Possibilities. In: Nestel, D., Reedy, G., McKenna, L., Gough, S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-15-3344-0_55
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DOI: https://doi.org/10.1007/978-981-15-3344-0_55
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