The Program monitors and documents the progress of each student in a manner that promptly identifies deficits in knowledge, skills, and professional conduct and establishes means for remediation. Remediation is the Program’s applied process for correcting deficits. Remediation is defined as mentoring by Program faculty and completion of remediation learning activities and assessments. “At-Risk Support” is defined as mentoring by Program faculty and completion of learning activities to strengthen subject matter understanding. During the didactic phase course faculty will meet with students who are identified as “at-risk” and develop a plan and timeline for student mentoring to support student learning and achievement of Program Learning Outcomes. During the Clinical Phase, student mentoring to support student learning and achievement of Program Learning Outcome occurs in person or via phone or videoconferencing and is scheduled to have the least impact on the student’s clinical responsibilities for fieldworks and capstones.
Academic Performance
Identification of deficits in knowledge or skill is determined by student performance on summative evaluations which are identified in the course syllabi.
Any knowledge and/or skill deficit identified by Program Faculty and/or Clinical Educator that is considered to adversely impact client safety regardless of the grade earned.
Some assignments and assessments are for the purpose of student self-assessment and/or for faculty to gauge student development of Program Learning Outcomes. Although students are provided with feedback on these assignments and assessments, remediation is not required for poor performance (grade of less than 70% or below). Assignments and assessments for which remediation is required are specified in each course syllabus. In addition, students are required to complete remediation for any failed component of the Clinical Phase.
“At Risk” Support
Although a grade of > 70% is passing, students who earn a grade of < 75% are considered “at-risk” for failure of a course, other components of the Program’s curriculum and/or the NBCOT. Therefore, students who earn a grade of 70-75% on a graded assessment/assignment for which remediation is required must contact the respective Program Faculty member primarily responsible for coordinating the related learning activities to strengthen subject matter understanding (as specified in the course syllabus. Failure to follow this policy may result in referral to the SPC for progression and/or disciplinary action recommendations. Program Faculty provide feedback and assist the student in self-strengthening of knowledge and/or skill deficit(s).
Students who earn a grade of < 70%, or have a knowledge and/or skill deficit that is considered to adversely impact patient safety regardless of the grade earned on a graded assessment/assignment for which remediation is required as indicated in the syllabus, must contact the respective Program Faculty member primarily responsible for coordinating the related remediation learning activities and assessment(s) (as specified in the course syllabus) and their assigned Faculty Mentor within two (2) business days of receiving their grade. Failure to follow this policy may result in referral to the SPC for progression and/or disciplinary action recommendations.
Program Faculty utilize standardized rubrics to provide feedback and develop learning activities for remediation of knowledge and/or skill deficits. Remediation learning activities are assigned as soon as possible following identification of knowledge/skill deficit(s). The timeline and format for the assessment of remediation of the knowledge/skill deficit(s) occurs in coordination with the Course Director in the Didactic Phase, and Fieldwork/Capstone Educator during the Clinical Phase and follows the same format as the assessment that identified the deficit(s).
Successful remediation is defined as earning a grade of ≥ 70% on the remediation assessment. The initial grade earned is changed to 70% for one assignment per course following successful remediation. For any other assessments remediated in the same course, the student receives the original grade.
Students must successfully complete all required remediation activities in order to be eligible for progression in the Program. Completion of remediation learning activities and assessments may result in a delay in Clinical Phase progression, a delay in graduation, and/or failure to complete the Program curriculum within 72 months of initial matriculation.
The number of remediation attempts for academic deficits allowed by the Program are as follows:
- Didactic Phase:
- Students are required to remediate all summative evaluations for which a score of less than 70% is earned. The lowest grade earned on a summative evaluation within a course will be replaced with a 70% if the student earns a score greater than 70% for remediation of the activity. For all other remediated evaluations in the course, the student will receive the original grade earned.
- No more than three (3) total remediation activities for Didactic phase per course assessment.
- Clinical Phase:
- No more than two (2) total remediation activities for Clinical Phase coursework.
- No more than one (1) remediation activity for the Fieldwork Performance Evaluation or the Capstone Performance Assessment. Students may not appeal the decision by program faculty for the student to complete formal remediation activities. Students who do not successfully complete remediation and students with continued academic deficits are referred to the SPC for recommendation on progression which may include dismissal from the Program.