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:

Indicators of “At-risk” StatusInterventions
One (1) exam or other program-required assessment grade is <80% in any course. Advisor Meeting– The advisor will meet with the student to identify barriers to success, review performance, and provide guidance and resources. Strategies for improvement and available support services will be discussed.
Two (2) exams or other program-required assessment grades are <80% in one (1) course.Course Improvement Plan– The course instructor will work with the student to identify areas in need of improvement, provide targeted study strategies, and assign supplemental work as needed to support course success.
Academic Probation (Cumulative GPA < 3.0)Academic Improvement Plan*- The student will develop a structured plan outlining strengths, areas for improvement, and a targeted study strategy. This includes a study schedule, use of resources, and specific actions to improve performance.
Unsatisfactory mid-rotation evaluation CED Meeting– The CED will meet with the student to review areas of concern, identify contributing factors, and outline strategies for improvement. Additional resources, supplemental work, and a meeting with the preceptor may be required.
PACKRAT I, Summative I, PACKRAT II, EORE average, and EOCE score in the critical risk, alarm, or fail categoriesAcademic Improvement Plan**– The student will develop and follow a structured plan to improve readiness for the PANCE and increase the likelihood of a satisfactory performance on future program assessments, including focused content review and use of program-supported resources.
PANCE predicted value (PPV)*** < 400Academic Improvement Plan**– The student will develop and follow a structured plan to improve readiness for the PANCE and increase the likelihood of a satisfactory performance on future program assessments, including focused content review and use of program-supported resources.

*Academic Improvement Plan- Academic Probation

This plan is required for students with a cumulative GPA < 3.0 and is focused on improving performance in didactic coursework.

Expectations include:

  • Identification of barriers impacting academic performance with the provided solutions
  • Development of a structured and realistic study schedule
  • Implementation of effective study strategies aligned with learning style (e.g., content review, practice questions, study group, active learning, etc.)
  • Regular meetings with the advisor, DED, and/or course instructors
  • Completion of supplemental assignments assigned
  • Engagement with academic support resources (e.g., tutoring, Center for Access and Academic Success, Success Coaching, Counseling Center, student accommodations, etc.)

Goal: Improve course performance, strengthen foundational knowledge, and return to good academic standing.

**Academic Improvement Plan- Medical Knowledge Competency & PANCE Readiness

This plan is required for students identified as at-risk based on course performance and program assessments and is focused on readiness for clinical practice and PANCE success.

Expectations include:

  • Comprehensive identification of knowledge gaps across content and task areas with the provided solutions for improvement
  • Development of a structured, high-intensity study plan focused on board-style preparation
  • Implementation of effective study strategies aligned with learning style (e.g., content review, regular completion of PANCE-style question-based learning, study group, active learning, etc.)
  • Scheduled check-ins with the CED and/or advisor to monitor progress
  • Required use of program-designated resources (e.g., review platforms, practice exams)
  • Completion of supplemental/remediation assignments assigned
  • Engagement with academic support resources (e.g., tutoring, Center for Access and Academic Success, Success Coaching, Counseling Center, student accommodations, etc.)

Goal: Demonstrate competency across core domains and achieve readiness for the PANCE and clinical practice.

*** The PPV is an estimate of how a student is likely to perform on the PANCE. It is calculated based on students’ grades in key courses and scores on significant assessments that are known to be related to PANCE success. The PPV reflects a student’s expected score and is used to help identify those who may benefit from additional support.

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
    • Unsuccessful performance on course assessments (benchmarks vary between 75% to 80% depending on the course)
    • OSCE < 80%
    • Final course grade = “C”
    • Failure of a rotation (SCPE)
    • Failure of an End of rotation (EOR) exam (< 1.25 SDs from the national average)
    • Score in the fail, alarm, and critical risk categories on the End of Curriculum (EOC) Exam
    • Failure of the Summative I examination
    • 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
    • PDAT <80% and/or score < 3 on any item on the PDAT

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
  • • BluePrint Prep, UWorld, 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 (<80%) on one (1) course assessment, the course instructor or course director meets with the student to discuss areas for improvement and refers the student to his/her advisor using the advisor referral form for supplemental resources and study tips.
    • If the student scores below the minimum academic standard (80%) on a subsequent assessment, the course instructor or course director, in conjunction with the student’s advisor, will complete a Course Improvement Plan (CIP) for the student. The CIP must be reviewed and approved by the DED or CED prior to sharing with the student. Once approved, the student and course instructor or course director must sign the CIP.  Students will be required to meet with the DED or CED to further discuss challenges, proactive strategies for success, and potential consequences of unsuccessful remediation.
    • The signed CIP outlining proactive strategies for success in the course will be placed in the student’s official file and reviewed with the student for adherence and progress at the next scheduled Progress and Promotion Committee (PPC) meeting. 
    • The course instructor will work together with the faculty advisor and DED or CED 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 (“C” grade in a Course) in the program as outlined above, the course instructor or course director must notify the DED or CED of any student needing remediation.
    • The DED or CED will refer the student to the PPC.
    • The course instructor will work together with the faculty advisor and DED or CED 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; consequences of unsuccessful remediation; and follow up if applicable.
      • Remediation efforts are documented using the Remediation Form.
      • All remediation assignments must be completed before the next semester/rotation unless otherwise approved by the Program Director.
    • 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 or other designated program faculty. Students will be notified at least 24 hours in advance via email of the meeting and the reason for the referral and are required to confirm attendance.
    • The course instructor, course director, program faculty, and/or faculty advisor will work together to ensure the student is completing the plan as outlined.
    • The signed remediation plans, email notification/confirmation, and documentation of the PPC session will be placed in the student’s file.

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 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.

Remediation outcomes do not alter the grade of the original assessment that led to the remediation occurrence except with the OSCE, Summative I Examination, End of Curriculum Examination, and End of Rotation Examinations.  These outcomes are reviewed with the student, faculty advisor, DED/CED, 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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