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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.