Committee for Education Support and Remediation

 

The purpose of the Postgraduate Medical Education Committee for Education Support and Remediation (PGME-CESaR) is to serve as an advisory body regarding major decisions related to postgraduate trainee progression and promotion, especially those related to possible Remediation, Probation, Suspension and Dismissal/Withdrawal from the Residency Program.  CESaR is guided by two goals.  The primary goal is to maximize the likelihood of successful remediation.  The second is to ensure that, whatever the outcome the execution of all remediations and probations is fair and reasonable, and will withstand any scrutiny.  Achievement of those goals requires a formal role in the governance of remediations and probations, as well as a supportive role as a source of advice and resources. 

The responsibilities of the CESaR include all of the following:

  • Reviewing and advising on Modified Learning Plans
  • Reviewing, and approving proposed Remediation and Probation plans
  • Monitoring the progress of existing Remediations and Probations
  • Reviewing and approving the outcomes recommended by the program committees

Remediations and Probations are typically very challenging for Program Directors.  Stakes are high, timelines are short, and trainees are vulnerable.  Fortunately, few PD’s encounter more than one or two remediations during their tenure.  However, that means there is little opportunity to become facile with the complex processes involved.  The CESaR is a standing committee of engaged educators who have expertise in this area and are there to support PDs as well as trainees. Program Directors are encouraged to reach out to the chair or a member for advice as soon as they realize that they have a resident who is struggling. 

The best approach to Remediation starts with the first sign of difficulty.  Solid program design and early detection are the foundation, as described in our First Steps section.  Once difficulty is identified, a clear description of the problem is crucial, as described in our Diagnose section.  Early intervention with Modified Learning Plans prior to formal remediation may allow the trainee to avoid a remediation entirely, but when remediation is necessary, a solid Design will ensure the best possible outcomes.


Chair, PGME Committee for Education Support and Remediation
Dr. Rob Brown, MD, FRCPC

CESaR Administrator