The Impact of Emotion on Learning in Remediation in Medical Education: A Scoping Literature Review

• In Event: Emotions and Wellness in the Professions

Abstract

Background: Remediation in medical education needs improvement. Emotion is known to impact learning in other fields; addressing it more in medical education may improve remediation. This review explores the extent to which current remediation programs account for learners’ emotions.
Methods: We used Arksey/O’Malley’s scoping review framework to review articles on remediation interventions in medical education.
Results: 195 articles were included. Roughly half discussed emotion occurring at different timepoints in the remediation process; few commented on how emotion was incorporated explicitly into remediation programming.
Discussion: Emotion is infrequently purposefully accounted for in remediation programs. There are many possible reasons for this, and outside disciplines’ work may help guide future work to address this gap.

Authors

• Lynnea Mills, University of California - San Francisco

• Christy K Boscardin, University of California - San Francisco

• Patricia S. O'Sullivan, University of California - San Francisco

• Olle ten Cate, University Medical Center Utrecht