Remediation Policy

Early Intervention: Students At Risk

Students may require early intervention as a component of support, success, and retention. Students are engaged in early intervention strategies in a timely manner should the threshold for “at-risk” classification be determined. Students are considered “at-risk” when there is diminishment of performance in a course that could subsequently and negatively impact successful passing of the course, program progression and future academic performance, such as passing the PANCE.  The goal is to address the potential gap in knowledge or skills through additional learning activities using strategies outlined in the remediation policy below. The “at-risk” classifications include, but are not limited to, the following:

  • Incoming students with an undergraduate science GPA < 3.0 on a 4.0 scale
  • Students scoring below the national average on the PA-CAT
  • One (1) exam or other program-required assessment grade is <80% in any course.
  • Two (2) exams or other program-required assessment grades are <80% in one (1) course.
  • Unsatisfactory mid-rotation evaluation
  • Summative I, EOC, and PACKRAT critical risk, alarm, and fail categories

Course Remediation

In accordance with accreditation standards, remediation is an applied process for addressing deficiencies in a student’s knowledge and skills, such that the corrections of these deficiencies are measurable, documented, identified, and addressed in a timely manner. Remediation is one method to promote student success toward meeting learning outcomes and ultimately, the program-defined competencies.

Reasons for student remediation may include, but are not limited to, the following:

  • Academic performance
    • Course Assessment < 75% – 80%
    • OSCE < 75%
    • Final course grade = “C”
    • Single end of course grade = “F”
    • Failure of a rotation (SCPE)
    • Failure of an End of rotation (EOR) exam (< 1.5 SDs from the national average)
    • Score of < 3 on any item on the Preceptor Evaluation of the Student
    • Areas of deficiency discovered during the clinical year Gap Analysis
    • Does not meet the minimum performance requirement for other substantive assessments required by the program
  • Professionalism (behavior or conduct)
    • Does not maintain appropriate conduct in accordance with the institution and program policies

Remediation efforts are aligned with the student’s area of performance deficit, original method of assessment, and the relevant learning outcomes. The goal is for the student to address the gap in knowledge or skills through additional learning activities and review of the student learner’s needs.

The remediation efforts may include, but are not limited to, the following:

  • Reading assignments
  • High impact notes
  • Rosh review or other PANCE prep questions
  • Review of selected course learning objectives
  • Oral discussion exercises focused on area(s) of weakness
  • Problem-based learning exercises focused on area(s) of weakness
  • Written self-reflection exercise
  • Individual faculty-led tutoring (especially skills related deficiencies)
  • Skills review and assessment
  • Repeating a portion of or the entire SCPE
  • Test review focusing on concepts associated with incorrect question responses
  • Student success coaching or other support services
  • Electronic media presentation
  • Simulation
  • Written paper with citations focused on area(s) of weakness
  • Other reasonable or appropriate intervention

Should there be additional student supports needs, the course instructor will consult with both the student’s faculty advisor and the DED or CED, to determine and provide appropriate resources or referrals in a timely manner and in accordance with program policies and procedures.  

Referral and Review

Students are referred for remediation in a timely manner, primarily by a course instructor or Faculty Advisor. The Assistant Program Director will be the centralized person following student success and all remediation efforts within the program. The referral process generally includes the following:

  1. Reason (or indication) for referral.
  2. Details surrounding how the student’s performance does not meet a minimum passing threshold; or the minimum academic or professional standards.
  3. Remediation within a course
    • The course instructor has the flexibility to determine when there is a need for academic improvement.
    • When the student scores below the minimum academic standard on one (1) course assessment, the course instructor refers the student to his/her advisor for supplemental resources and study tips.
    • If the student scores below the minimum academic standard on a subsequent assessment, the course instructor, in conjunction with the student’s advisor will complete an Academic Improvement Plan (AIP) for the student. The student and course instructor must sign the AIP.
    • The signed AIP outlining proactive strategies for success in the course will be completed and will be submitted to the Didactic Education Director for inclusion in the student’s official file and for review at the next scheduled Progress and Promotion Committee (PPC) meeting. 
    • The faculty advisor will work together with the course instructor to ensure the student is adhering to the plan.
  4. End of Course Remediation
    • When a student does not meet the standards for good academic success in the program as outlined above, the course instructor must notify the DED or CED of any student needing remediation.
    • The DED, CED, or faculty advisor will refer the student to the PPC.
    • The course instructor will work together with the faculty advisor to create a remediation plan for the student.
      • A successful remediation plan includes the student’s self-reflection and behavior evaluation that impacted student’s performance; the student’s academic or professional deficiencies; remediation assignments; academic competencies and professionalism performance that will be required for successful remediation of material; specific timeline for completion; measurable reassessment plans mapped to learning outcomes and tailored to the student’s learning deficiency; and follow up if applicable.
      • All remediation assignments must be completed before the next semester/rotation.
    • The proposed remediation plan is sent to the PPC for review and approval prior to enacting the remediation intervention(s). After the PPC has approved the proposed remediation plan, the PPC will schedule to meet with the student to review the performance deficit area(s) and discuss the approved plan. Students will also receive the plan via e-mail from the course instructor, program faculty, or faculty advisor.
    • The course instructor, program faculty, and/or faculty advisor will work together to ensure the student is completing the plan as outlined.

Decisions and Outcomes of Remediation

After remediation interventions are completed within a given timeframe, the outcomes of these remediation efforts are assessed to objectively measure and document the degree to which a student has met the learning outcome(s). The assessment activity may vary depending on the nature of deficiency and degree of remediation necessary.

Remediation reassessment may include, but is not limited to, the following:

  • Written exam or assignment
    • Presentation
    • Skills assessment
    • Peer evaluation
    • Repeating a rotation (SCPE): partial or entire
    • Repeating an EOR
    • Repeating an OSCE
    • Other reasonable or appropriate method of assessment

To promote success, students are provided with instructions, a rubric if applicable, and due date for consistent and timely evaluation of the remediation outcomes. Remediation outcomes are categorized as either successful or unsuccessful:

A successful remediation outcome occurs if the student does:

  • Follow the remediation instructions,
  • Meet the minimum performance requirement, and/or
  • Submit or complete it by the due date.

Successful remediation outcomes result in the student’s continuation with routine program scheduled activities.

An unsuccessful remediation outcome occurs if the student does not:

  • Follow the remediation instructions,
  • Meet the minimum performance requirement, and/or 
  • Submit or complete it by the due date.

Unsuccessful remediation outcomes result in prompt written referral to the PPC for review and recommendation for appropriate courses of action including, but not limited to, continued remediation, deceleration, or dismissal from the program.

Students who receive a single end of course grade of “F” will remediate the failed course during the designated remediation week.  At the end of the remediation, the student will take a second final examination.  The student must pass the examination with a score of ≥75%, The students second course grade will be considered in the final course grade calculation.  If a student fails a subsequent time, the student may receive continued remediation with another examination or dismissal from the program.  The highest grade the student will receive in the course is a “C.” A third failure will result in dismissal from the program. Remediation outcomes do not alter the grade of the original assessment that led to the remediation occurrence except with the repeat final examination in the course where students received a single “F” grade, the Summative I Examination, End of Curriculum Examination, and End of Rotation Examinations.  These outcomes are reviewed with the student, faculty advisor, DED/CED, Assistant Program Director and documented in a timely manner and secured in the student file. PA students and other unauthorized persons will not have access to the student’s file.

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