Retooling the Remediation Process: An Overview of One School’s Process Overhaul

Abstract

ObjectiveThis article describes the process of review and modification of a Doctor of Pharmacy didactic course remediation process. A highlight of the new process includes early intervention with a Learning Specialist, creating the opportunity for students to address learning issues earlier in the courses. MethodsReview of past remediation processes, student success, and pertinent literature related to remediation processes to allow for a new remediation process that supports students’ learning and success. ResultsCreation of a new 2-phase process, including an early intervention and remediation process. The process includes a Learning Specialist position to focus on learning and barriers to academics. Remediation opportunities focus on proficiency in specific areas for each course. ConclusionThe new remediation policy provides greater support to students through the Learning Specialist. The new policy helps students connect with resources earlier in the program and provides multiple opportunities for assisting students during the semester. Over the past 4 years, the Learning Specialist has met with an average of 73 individual students per semester, while only an average of 25 students in the didactic portion of the curriculum (year 1–3) require remediation each semester.