The document outlines a webinar by Dr. Sarah B. Zahl on effective use of assessment data for student remediation in a competency-based medical curriculum. It covers key topics such as levels of remediation, the role of faculty and administration, tracking learning outcomes, and the importance of self-remediation. The presentation emphasizes collaboration and continuous refinement of remediation processes to facilitate student success.

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Using Assessment Data to Engage
Students in Remediation
Sarah B. Zahl, Ph.D.
April 7, 2016

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3. Using Assessment Data to
Engage Students in
Remediation
Sarah B. Zahl, Ph.D.
Director of Educational Assessment
April 7, 2016

4. Agenda
• MUCOM Brief Overview
• General considerations for remediation
• Tracking outcomes to facilitate remediation
• Remediation structure and support
o Single Assessment Failure
o Course Failure
o Longitudinal understanding of concepts
• Outcomes
• Q&A

5. MU-COM Overview
• Competency Based Curriculum
• Systems based/integrated curriculum
o Course Director, multiple internal faculty and external
clinicians
o Biomedical topics parallel clinical topics
• iPad exclusive
• Involving key stakeholders in the assessment process
(faculty, students, administrators)

6. Remediation
• Focus on student learning, not teaching
• Student Level: Self-remediation with or without instructor
involvement
o Ciampa & Revels (2012): Larger gains (and increased retention) when students self-
remediated without help of instructor
• Faculty Level: Intervention from course director, instructor,
advisor
o Hauer, et al. (2009): Ideal model would involve multiple assessments, diagnosis of
problems and development of individualized learning plan, meetings with faculty
including meaningful feedback and reflection, reassessment and confirmation of
competence
• Administrative Level: Multifaceted support interventions
o Student Affairs, counseling services, tutoring, etc.
o Hauer, et al. (2009): Individualized and ongoing support must be part of process

7. Tracking Learning
Outcomes
• Competencies
• Blueprint for Boards Exams
• System
• Discipline
• Learning Domains
• Course specific outcomes

8. Remediation: One
Assessment
• Promotes self-remediation and engaging the student
though interaction with course director and advisor
o In some courses, remediation includes an additional exam to show competency
o In other courses, remediation occurs through interaction and discussion

9. Remediation: Course
Failure
• Category report at the course level, comparison with
class averages
• Immediate review by Student Promotion and Academic
Progress Committee

10. Remediation: Concepts
• Longitudinal understanding across the curriculum
• Engaging the student in remediation through self-
assessment and interaction with faculty
• Boards Preparation Exams
o Diagnostic exam paired with two year report of performance in all categories
across the curriculum

11. Remediation: Concepts
• Report of cohort level performance
o Review of concepts for the entire cohort if necessary

12. Outcomes
• Ongoing opportunities to self-remediate
• Positive feedback from students regarding the utility of
the reports to help prepare for remediation
• Student appreciation of interactions with Student
Progress Committee
• Continuous refinement of remediation processes

13. Parting Thoughts
• Remediation is a collaborative process
• To support effective remediation, it is important to collect
assessment data across the curriculum
• Students need comprehensive assessment data to self-
remediate
• Remediation data is easily accessible when tracking a
standard set of learning outcomes throughout the
curriculum

14. Q&A
• Questions?
• Discussion

15. References
• Ciampa, M. , & Revels, M. (2012). The Effect of Self-Remediation Activities on Undergraduate
Student Retention. Kentucky Journal of Excellence in College Teaching and Learning, 10 (7).
• Hauer, K.E., et. al (2009). Remediation of the Deficiencies of Physicians Across the Continuum
From Medical School to Practice: A Thematic Review of the Literature. Academic Medicine, 84
(12), 1822-1832.

16. Contact Info
Sarah B. Zahl, Ph.D.
Marian University
szahl@marian.edu

17. Innovations in Assessment
• Learn innovative processes in assessment
• Network with colleagues
• Pre-conference workshops with ExamSoft
trainers
• Visit www.assessmentconference.com for
more details