Resident remediation is often guided at the residency program level, however some institutions also have designated bodies within their departments of postgraduate medicine for this purpose, such as the Educational Advisory Board (EAB) at McMaster University. Research from the postgraduate department level has been limited, and this study aims to better understand remediation in postgraduate training with two primary objectives: 1) to review remediation processes and practices at McMaster University, from the standpoint of the postgraduate medical Education Advisory Board (EAB), and 2) to describe the characteristics and relevant outcomes for residents who underwent remediation at McMaster. A total of 85 residents were suitable for analysis and the majority of these residents were international medical graduates (62%). Most had knowledge or medical expert weaknesses (92%) while 51% of residents had behavioural (e.g. professionalism, communication) weaknesses, and a total of 42% of residents had both. A number of residents (25%) had a serious coexistent medical or psychosocial factor that contributed to the need for remediation. Remediation strategies were better described for knowledge weaknesses than for behavioural weaknesses, and there was more consistency in the remediation strategies used for knowledge weaknesses. The most commonly implemented strategies for remediation of behavioural weaknesses involved using resources that were external to the department of postgraduate medicine. The majority of residents completed their training programs at 71%. None of the analyzed predictors were found to be statistically significant for program completion, however this study was underpowered to find such predictors given the convenience sample size. This study represents the most comprehensive review of resident remediation at a single institution and it underscores the need for improved documentation and review of remediation practices at institutions. It also raises important questions regarding the effectiveness of remediation and it highlights the critical nature of accurately diagnosing a learner’s deficiencies and providing targeted remediation strategies. / Thesis / Master of Science (MSc) / Residency training is an apprenticeship period that follows the completion of medical school. It prepares doctors for independent practice within the chosen discipline or specialty of medicine. Some residents struggle during this period and need additional training time and help in order to improve their skills to become safe and effective doctors. It is not always immediately obvious how to help these residents, or which residents may be more likely to encounter difficulty, and who may have trouble completing residency training. This study attempts to answer these questions and has shown some common characteristics to residents who require remediation or additional training. It reflects the strategies that were used at McMaster University in order to help such residents. This study also indicates how many residents were able to complete their residency training programs and it provides linkages to previous research and proposes new directions for future research in resident remediation.

Water pollution is one of the major ecological threats people face around the world. Water contamination by organic and inorganic compounds is hazardous to both the environment and human health. Adsorption techniques have gained much attention in the field of water remediation due to their efficiency, simplicity in operation, and ease of implementation. However, the adsorbents currently being used are costly. The main objective of this work is to develop novel, low-cost adsorbents from waste material by modifying the adsorbent surface for water remediation. Adsorbent modifications involve various chemical and physical methods such as acid/base treatments, metal/metal oxide impregnation, functional group alteration, and steam/air activation. In chapter I, these modification methods are summarized along with characterization techniques and adsorption interactions available for contaminant removal. In chapter II, a novel activated carbon is introduced from the fruit of Garcinia cambogia with acid activation, for the removal of Pb(II) and Cd(II) from water. Activated carbon was prepared by soaking dried Garcinia cambogia pieces in 85% phosphoric acid and carbonizing at 650 °C in a muffle furnace for 1 h. Chapter III describes the modification of waste tire rubber as an adsorbent for heavy metal ion removal. This modification was done by mixing ground tire rubber (GTR) with chitosan dissolved acetic acid (2%) solution followed by NaOH treatment. Chitosan modified-GTR successfully removed more Pb(II) and Cu(II) ions than GTR, suggesting added amine groups on the GTR surface through chitosan modification enhanced the heavy metal ion adsorption. In chapter IV, caffeine, ibuprofen, and acetylsalicylic acid removals by hybrid magnetic Fe3O4/Douglas fir biochar adsorbent are discussed. Adsorptions were compared with non-magnetic Douglas fir biochar. The surface chemistry and composition of modified adsorbents were examined by SEM, SEM-EDX, TEM, PZC, XRD, XPS, FTIR, TGA, elemental analysis, and surface area measurements.

The Timtek process involves crushing of small diameter trees to form mats which are coated with adhesive then pressed into boards. Crushing yields an effluent water that has a high biological oxygen demand (BOD), chemical oxygen demand (COD), and total suspended solids (TSS). This water must be remediated before it can be discharged into water ways. The objective of this study is to evaluate: 1) the co-composting potential for process waste water, scrim wood waste and poultry manure; and 2) the potential for phytoremediation of diluted process water using duckweed. The results showed that co-composting reduced the bulk and toxicity of both process waste water and wood waste. Plant growth studies showed the composted material is suitable for use as a soil amendment. The results of the phytoremediation study showed that the BOD of the water could be reduced, but levels were still too high for discharge in public waterways.

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Thesis (M. Sc.)--University of Hong Kong, 1995. / Includes bibliographical references.

Thesis (Ph.D.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 277-286.

Purpose. The purpose of this study was to expand upon what is currently known and understood about principals' thinking and actions when managing the remediation of types of unsatisfactory teachers. Methods and procedures. The research was descriptive. A survey questionnaire was sent to 75 principals in the target district; a large, urban school district. Analysis of the returned surveys led to identification of a sample of 15 principals who participated in in-depth interviews. The interviews were tape recorded and then transcribed. Analyses of the transcriptions followed objectives created in light of the review of literature and suggestions from a panel of experts. Target district documents regarding policies and procedures for evaluating and supervising teachers were analyzed for evidence of remediation practices. Findings. Interviewed principals identified 12 types of unsatisfactory teachers. Many unsatisfactory teachers mentioned during the interviews reflected combinations of the twelve identified types. Principals also noted successful or unsuccessful uses of 13 remediation strategies in relation to certain types of unsatisfactory teachers. All principals interviewed reported receiving annual training for assuring due process to certificated employees and following district procedures when managing teachers they deemed unsatisfactory. Recommendations. Educators should investigate alternatives to the current deficit model used to manage unsatisfactory teachers. The current approach does not appear to consider the subtleties and nuances of teacher attitude and aptitude that make remediating unsatisfactory teachers extremely complex. A replication of this study in an analogous school district should be conducted to determine if principals generated similar categories and labels for unsatisfactory teachers. Adopting an agreed upon vocabulary for diagnosing, discussing and managing unsatisfactory teachers should be a priority of the education profession. Additional research should be conducted to determine whether or not every school district's evaluation policies should allow principals to apply personal criteria during teacher evaluation. All school administrators should receive training in diagnosing and identifying types of unsatisfactory teachers. Additional research needs to be conducted to determine the impact of marginality and managing marginal teachers within the profession.

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No description available.