Adina L. Kalet, MD, MPH is a Professor of Medicine and Surgery at New York University and has conducted vast amounts of research on medical education over the course of her career. She is a member of the Society of General Internal Medicine and was recognized in 2008 with their National Award for Scholarship in Medical Education. She has directed the Primary Care Internal Medicine Residency, Medical Education for the Division of Primary Care, the Macy Initiative in Health Communication, and the Dean's Task Force on Clinical Assessment, all at NYU. She has also served as a Principal Investigator for the NYS Department of Health's project on medical school participation in ambulatory care and the co-director for the CDC's course on preparing primary care physicians for the psychosocial aspects of bioterrorism. Calvin Chou, MD, PhD is Professor of Clinical Medicine at UCSF, and staff physician at the VA Medical Center in San Francisco. As a faculty member of the American Academy on Communication in Healthcare, he is nationally recognized for his efforts in education and research to enhance communication between patients and physicians. Currently he is director of VALOR, an innovative longitudinal program based at the VA that emphasizes humanistic clinical skill development for medical students. He also holds the first endowed Academy Chair in the Scholarship of Teaching and Learning at UCSF. He has delivered communication skills curricula for providers at medical centers across the country, including Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University.

"The aim of this book is to provide those of us who deal with medical learners in difficulty much-needed assistance in figuring out what is wrong and how to help. ... the book will be most useful to residency program directors (PD) as a reference work. It should be on every PD's shelf, as well as those of clerkship directors and those involved in student assessment, guidance, and remediation." (Paul Lazar, Family Medicine, stfm.org, June, 2015)

• Defining and Assessing Competence.- An Example of a Remediation Program.- “She Needs to Read More”: Helping trainees who struggle with medical knowledge.- Remediation of Interpersonal and Communication Skills.- Remediation of Physical Exam Skills.- Assessing and Remediating Clinical Reasoning.- Remediating Lapses in Professionalism.- “You said, I heard”: Speaking the subtext in interracial conversations.- Learning Differences and Medical Education.- “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees.- Stress and Distress and Wellness.- Perspectives from a Psychiatrist in an Office of Advising Resources.- The Metacognitive Competency: The key to life-long learning.- Use of Reflection as a Remediation Tool.- Feedback.- Appreciative Coaching: A positive process for remediation.- Preparing Program Directors to Address Unprofessional Behavior.- The View from the Dean’s Office.- Preparing to Conduct Remediation.- “The Prognosis is Poor”: When to give up.- A Research Agenda for the Field of Remediation.- Epilogue: A Student’s Perspective on Remediation.

Adina L. Kalet, MD, MPH is a Professor of Medicine and Surgery at New York University and has conducted vast amounts of research on medical education over the course of her career. She is a member of the Society of General Internal Medicine and was recognized in 2008 with their National Award for Scholarship in Medical Education. She has directed the Primary Care Internal Medicine Residency, Medical Education for the Division of Primary Care, the Macy Initiative in Health Communication, and the Dean's Task Force on Clinical Assessment, all at NYU. She has also served as a Principal Investigator for the NYS Department of Health's project on medical school participation in ambulatory care and the co-director for the CDC's course on preparing primary care physicians for the psychosocial aspects of bioterrorism. Calvin Chou, MD, PhD is Professor of Clinical Medicine at UCSF, and staff physician at the VA Medical Center in San Francisco. As a faculty member of the American Academy on Communication in Healthcare, he is nationally recognized for his efforts in education and research to enhance communication between patients and physicians. Currently he is director of VALOR, an innovative longitudinal program based at the VA that emphasizes humanistic clinical skill development for medical students. He also holds the first endowed Academy Chair in the Scholarship of Teaching and Learning at UCSF. He has delivered communication skills curricula for providers at medical centers across the country, including Mayo Clinic, Cleveland Clinic Foundation, Stanford University, and New York University.

"The aim of this book is to provide those of us who deal with medical learners in difficulty much-needed assistance in figuring out what is wrong and how to help. ... the book will be most useful to residency program directors (PD) as a reference work. It should be on every PD's shelf, as well as those of clerkship directors and those involved in student assessment, guidance, and remediation." (Paul Lazar, Family Medicine, stfm.org, June, 2015)

• Defining and Assessing Competence.- An Example of a Remediation Program.- “She Needs to Read More”: Helping trainees who struggle with medical knowledge.- Remediation of Interpersonal and Communication Skills.- Remediation of Physical Exam Skills.- Assessing and Remediating Clinical Reasoning.- Remediating Lapses in Professionalism.- “You said, I heard”: Speaking the subtext in interracial conversations.- Learning Differences and Medical Education.- “Well, This Is Awkward”: Autism Spectrum Disorder in Medical Trainees.- Stress and Distress and Wellness.- Perspectives from a Psychiatrist in an Office of Advising Resources.- The Metacognitive Competency: The key to life-long learning.- Use of Reflection as a Remediation Tool.- Feedback.- Appreciative Coaching: A positive process for remediation.- Preparing Program Directors to Address Unprofessional Behavior.- The View from the Dean’s Office.- Preparing to Conduct Remediation.- “The Prognosis is Poor”: When to give up.- A Research Agenda for the Field of Remediation.- Epilogue: A Student’s Perspective on Remediation.