ISSUE 25

By Jim Pearson and Dr. Scott Massey

Welcome back to PA Admissions Corner. We’re right in the middle of our three-part series on remediation. In our last Issue, we discussed the value of early intervention in preventing student performance challenges. Many of those challenges can see significant improvement by implementing pre-matriculation classes or modules a Study Skills Seminar at orientation or during the first few weeks of classes. The next phase is the Student Success Coaching Model, which promotes active involvement of advisors and students when problems arise.

All PA programs have an advising structure that provides support for students, the Student Success Coaching Model leads advisors to immediately refer students when academic difficulty is detected. A careful documentation process must exist on the academic counseling sheets. An Academic Success Coach (Check back next time for more details on this important role!) then creates a brief summary of the interaction with the advisor.

Key elements of incorporating a Student Success Coaching Model include:

• Facilitating the pre-matriculation program. Identify students who need to complete this program before the first day of classes. The success coach will help identify these students in collaboration with the admissions process.
• Facilitating and overseeing the test self-analysis process. All students who score less than 75% on an exam will be required to self-analyze their test. After analyzing the incorrect responses, students will meet with a specific faculty member to process the results (Further details below).
• Providing training for new faculty. They will need to be familiar with student success remediation skills.
• Reviewing the program’s remediation process for effectiveness. This data point can change each year based on analyzing student performance longitudinally.
• Annually providing a series of sessions on student study skills. Helpful sessions like these are especially important in a student’s first semester. These sessions will cover learning styles, organizational skills, time management, metacognitive skills, high-impact study skills, and test-taking skills.
• Providing skills sessions about formative independent study skills and test-taking techniques. Before the clinical year, these sessions are intended to facilitate students transitioning to clinical year testing for nationally standardized examinations like EORE, PACKRAT, and the PANCE.
• Meeting with each student categorized as “at risk,” “critical risk,” or “fail.” PACKRAT I categories will require developing an academic improvement plan as a student begins the clinical year.
• Meeting with each student not achieving the minimum score on EORE. Sessions after each rotation provide test-taking remediation and focused study methods to enhance success rates.
• Developing and implementing academic improvement plans. Students on academic probation must meet with the success coach at least three times per semester to monitor their progress toward achieving compliance.
• Facilitating study plans during the second year. Prepare students to immediately take the PANCE after graduation.
• Reviewing the parametric analysis of nationally standardized examinations to develop a risk modeling process. Allow the program to identify students who require intensive tutoring before graduation. This proven system can result in 100% pass rates if properly implemented.

These services are not intended to replicate specialized institutional services for students needing accommodation, counseling, or other professional services beyond the scope of an academic program.

The Test Self-Analysis Process

When we encounter a student struggling with coursework, it is usually because they have recently failed a test or are currently failing a class, and the student has already been referred for remediation.

We have a chance to make a difference at this juncture. We can bring them into a system of supportive (not punitive) assistance. One particularly helpful method we have found for identifying and solving problems is having these students participate in assessing their own situation.

A highly effective method of self-assessment is the Exam Review, particularly useful in cases where a student receives a poor grade on a test (lower than 75%). The evaluation form asks the student to honestly describe the amount of time studied for the examination and the techniques used to study. It then requires that the student take a careful inventory of the questions missed on the test and why they may have been missed.

The student is asked to list each question missed on the test, and if applicable, how many points were taken from the total question points. The student then delineates the question’s place in Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis) and selects the reason(s) why the question was missed, including options like:

a) I ran out of time.
b) I’m unfamiliar with material.
c) I didn’t understand question.
d) I changed my answer.
e) I misread or misinterpreted the question.
f) I made a careless mistake.
g) I didn’t know the material because I didn’t study it, or I’m not sure we ever talked about it in class.

Using this form and these instructions can help students identify the types of questions that challenge them the most, which can direct future study habits.

Exam Self Reflection

To further promote understanding of testing difficulties, students may also answer the following questions to increase the mindfulness of their note-taking, studying, and test-taking habits. The answers to these questions should be discussed and reviewed with the student’s Academic Success Coach or advisor.

Classroom

1. Do you read the textbook before going to class and attempting assignments?
2. How much time do you estimate you spend reading and completing assignments?
3. Do you think you are preparing well for class overall?

During Class

1. Where do you sit in class, and do you think where you sit impacts your attention or performance?
   (Distance-learning alternative: Where do you set up to attend class, and do you think this impacts your attention or performance?)
2. Do you attempt all activities in class even if you are unsure?
3. Do you leave class with questions that you write down for yourself?
4. Are you taking the most complete and effective notes you can be?

Post Class

1. Are you asking yourself about the “why” of the “what” that you are doing?
2. Do you review the PowerPoints and class notes routinely after each class?
3. Do you revisit or reread challenging material to answer the questions you have from class?
4. Are you completing assignments as effective practice or only for the score?
5. Are you taking advantage of all the help and resources offered to you?
6. Do you have study partners to review class notes with? Are these study sessions active and effective?

Exam

1. When did you start studying for the exam? (Hint: Two days before the exam is not enough time)
2. Did you finish with time to check over questions?
3. Could you teach someone else how to approach and answer each question?
4. Did you practice answering all questions again from PowerPoints and online homework assignments without help or notes?
5. Explain what your studying “looks like” as if we could watch a video of your study methods.
6. Are your study habits active and engaging or passive and automated?
7. Have you reviewed each question of the exam to see why you got each one right or wrong?

Moving Forward

1. What do you think you could do to improve your success in this course?
2. How can you learn from this exam?
3. What active study strategies do you want to start incorporating?
4. How do you learn best? What study methods are working well for you?
5. Are you using all your resources?
6. Are you learning the material thoroughly or just “studying”?
7. How will you know when you’ve mastered the information?

Summary

In this Issue, we introduced some ways to facilitate the remediation process with active participation from the faculty and the students of your program. These methods work best as a combined effort between the two parties, and when it is not seen as a punitive measure but as an opportunity to create success. Your program has made an investment in this student, and vice versa – there is no reason to allow solvable problems to interfere with that relationship.

NEXT TIME…
In our next Issue, we’ll conclude our series on effective remediation methods by discussing the implementation of an Academic Success Coach and the need for a general paradigm shift for all faculty members when it comes to remediation for struggling students.

To your admissions and program success,

Jim Pearson, Former CEO
Exam Master

Dr. Scott Massey Ph.D., PA-C
Scott Massey LLC

ISSUE 26

By Jim Pearson and Dr. Scott Massey

We’ve been presenting our three-part series on remediation in PA education. In the first two Issues, we discussed the need for remediation measures at the graduate level, and the implementation of a Study Skills Seminar, pre-matriculation classes or modules, and the Student Success Coaching Model. In today’s issue, we’ll conclude our series with a discussion of the Academic Success Coach.

Before we begin this final piece of the puzzle, let’s review the ARC-PA standards on remediation policies.

Remediation Policy (A3.17f)

A remediation process is designed to help the faculty and students identify areas of difficulty or challenge with respect to academic or clinical performance. The nature of the remediation process is tailored to address deficient learning areas in need of improvement. Several factors are considered in determining how the remedial option will be implemented. Entering an individualized remedial program is a privilege, not automatically granted.

The remediation program is developed based on:

1. Student’s academic performance in all other courses
2. Amount of time ascertained as necessary for the student to achieve competence
3. Schedule of student and faculty member assigned to supervise and conduct the remedial work
4. Extenuating circumstances that may hinder or impede the remediation process

After considering these factors and the student’s overall performance, the faculty will determine how best to provide a remediation process that will improve the student’s outcome. The remediation coordinator is responsible for oversight of the designed remediation plan and the assignment of a remediation advisor to the student. The advisor meets with the student, completes the Remediation Forms, interviews the student, reviews submitted remediation work, and assesses completion of the student’s remediation study.

The Academic Success Coach

Providing good academic support for your students begins with a robust advising system; faculty advisors must be trained to ensure that the same messages are given to each student. The foundation of effective support is longitudinal advising sessions that address ongoing student progress. Students identified as at-risk due to lower academic performance must be placed on a specific Academic Improvement Plan (AIP), which assures that students will receive support and mentoring at critical times.

Training one of your faculty members to be the Academic Success Coach can pay dividends.

Not all faculty members can be Academic Success Coaches – it requires a dedicated instructor with particular skills. The training involves in-depth understanding of learning theory, application of skill-building exercises, and strategic coaching. The Academic Success Coach should be able to diagnose student challenges and provide recommendations for improvement. Those who take on the role of an Academic Success Coach must be willing to learn educational theory and apply proven practices in student counseling sessions. It requires diligence and logistical thought. Because this work involves a considerable amount of time and energy, Academic Success Coaches should receive workload release for this responsibility.

This process can markedly reduce attrition and improve student retention. Exam Master has developed it over 20 years of academic remediation experience. Unless students are unwilling to make the effort, or for some reason they are incapable of improvement, this process is successful virtually 100% of the time.

The Student Success Coach Model persists throughout the program, in didactic- and clinical year coaching. The clinical year coaching process uses longitudinal test scores like PACKRAT I/II, EORE, and SUMMATIVE scores to determine student stratification of risk and to intervene on their behalf. This kind of intervention can result in a 100% pass rate on the PANCE each year if employed properly.

Rather than siphoning labor resources, the Student Success Coaching Model saves considerable time for individual faculty members because it avoids duplicating academic mentoring and tutoring services. The accountability model is deeply embedded within the Academic Success Coach process, increasing chances for success. A critical factor in using accountability to achieve success is treating students with dignity and respect.

Outline of the Academic Success Coach’s role:

1. All faculty receive basic training in student success principles.
2. Adopt a protocol-driven approach that involves intake interviewing of students at the beginning of the semester.
3. Students who experience academic difficulties can be referred to the Academic Success Coach for more specific diagnostic evaluation.
4. The Academic Success Coach will refer students to college or university services if this is beyond the scope of program resources.
5. The Academic Success Coach will meet with students on academic improvement plans to monitor ongoing progress.
6. Careful documentation of study skill methodology recommended for each student is essential

How can the faculty improve their skills in academic remediation?

Improvement in academic remediation skills requires a desire to focus on specific skillsets. Not all faculty members are keen on expending significant energy in this area. Many feel it is not their responsibility to hold students’ hands when they should theoretically already have the skills to succeed in graduate-level education. It’s a common refrain, particularly in programs trying to practice diversity and inclusion; this kind of support is essential. Your program has taken on the responsibility for educating these enrolled students, and mentoring is a powerful testament to your program’s dedication to the success of its future PAs.

Faculty training in academic remediation can successfully improve and reduce attrition rates. Faculty members must be able to help students build their metacognitive skills — the student’s ability to understand their own limitations. Not all faculty will serve as Academic Success Coaches, but faculty development is essential to ensure that everyone understands how student skill development can be incorporated into student counseling and advisement throughout the program. Faculty development is also an opportunity to ensure that faculty members follow a standardized approach to the remediation program. This development process builds protocols that will guarantee that all students are provided the same support and recommendations as they proceed to the program.

Keys to improving your faculty’s skillsets in this area:

1. Faculty members participate in student success seminars at the beginning of the academic year.
2. The program incorporates a protocol-driven approach to student skill development and remediation, resulting in consistent interactions with the students.
3. Consider implementing a test self-analysis process. Faculty can review mistakes with students who perform poorly on the specific exam. This provides an excellent opportunity to improve the student’s metacognitive skills.
4. Appoint specific faculty to be assigned to faculty remediation during the clinical year. Using statistical modeling will enhance your ability to identify students at risk based on PACKRAT/EORE. Students scoring below a specific stratification require additional follow-up and skill development.

Summary: Key Points in Remediation

It’s fairly intuitive that you should set up best practices and standard procedures for your remediation services, but there will be times when you will need to deliver customized one-on-one remediation solutions to help an individual student succeed.

If there’s one thing we’ve learned through from many years working with educators and admissions, it’s that successful remediation starts before enrollment. The better your admissions department can identify changing trends in incoming students’ pre-requisite knowledge, the sooner you can deliver pre-matriculation resources to help strengthen their knowledge gaps.

We invite you to:

• Consider how your PA program’s didactic outcomes can improve if you had a strong pre-matriculation system up and running at your program. What didactic courses do your most recent remediation students struggle with?
• Evaluate your current resources for effectiveness of remediation and support for students who may present more risk for attrition and deceleration.
• Ask whether your current faculty can handle your PA program’s remediation needs. If not, where is the greatest weakness?

Thank You…
Thank you for joining us over the past 26 issues of the PA Admissions Corner Newsletter. We hope you found this series insightful and beneficial. As always, we invite you to share your thoughts and feedback.

To your admissions and program success,

Jim Pearson, Former CEO
Exam Master

Dr. Scott Massey Ph.D., PA-C
Scott Massey LLC