Brown University School Of Medicine MD2000
CORE CLERKSHIP STUDENT EVALUATION
____________________________________________ ________________________________________ _____________
Student Name Hospital Site Date
Directions: For each MD2000 category, check the box which best describes the studentās performance. Your evaluation of the studentās clinical skills will contribute to the final grade which will be determined by the Clerkship Coordinators. Rating any category as "below expectation" will initiate a review of studentās performance by the Clerkship Coordinators Committee. If you have insufficient first-hand observations to evaluate a skill or ability, check the "not observed" box. Please return the completed form to your clerkship director.
Quarter 1
q 2 q 3 q 4 q Check One: Inpatient q Outpatient q Check One: Faculty q Resident qI. Effective Communication
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q Competency |
Not Met |
q Competency Met |
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Below expect. |
Meets expect. |
Above expect. |
Exceptional |
Not obsād |
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Case presentation |
q Presentations are unclear, have major omissions, and/or are disorganized. |
q Presentations are usually clear, complete, and reasonably organized. |
q Presentations are consistently clear, complete, and well organized. |
q Presentations are exceptionally clear, complete, well organized, and concise. |
q |
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Case documentation |
q Major omissions in documentation. Disorganized notes. |
q Documentation is usually thorough and clear. |
q Documentation is consistently thorough and clear. |
q Documentation is exceptionally thorough, focused, clear, and concise. |
q |
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Interpersonal communications between and among patients, staff and other MDs. |
q Marked difficulty with communication and/or establishing rapport. |
q Communications are usually effective. Usually recognizes and addresses patient's concerns. |
q Communications are consistently effective. |
q Communications are exceptionally effective. Engenders confidence. |
q
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II. Basic Clinical Skills
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q Competency |
Not Met |
q Competency Met |
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Below expect. |
Meets expect. |
Above expect. |
Exceptional |
Not obsād |
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Physical/mental status exam |
q Disorganized approach. Misses and/or misinterprets major findings. |
q Usually thorough and organized. Occasionally misses and/or misinterprets findings. |
q Consistently thorough and organized. Correctly and reliably identifies and interprets findings. |
q Thorough and efficient. Correctly and reliably identifies and interprets even subtle or unusual findings. |
q |
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History taking |
q Often misses and/or misinterprets important information related to symptoms and problems. |
q Gathers most information relevant to symptoms and problems. |
q Consistently gathers information relevant to symptoms and problems. |
q Thoroughly and efficiently gathers information relevant to symptoms and problems. |
q |
III. Diagnosis, Management & Prevention
|
q Competency |
Not Met |
q Competency Met |
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Below expect. |
Meets expect. |
Above expect. |
Exceptional |
Not obsād |
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Diagnostic reasoning |
q Unable to develop a differential diagnosis or plan; little improvement in information synthesis skills during rotation. |
q Identifies most patient problems and creates a well-reasoned differential diagnosis. |
q Consistently identifies patient problems and creates a well-reasoned differential diagnosis. Demonstrates ability to synthesize information. |
q Synthesis of clinical presentation with understanding of disease is always superior; always able to use information. |
q |
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Clinical judgment |
q Significant errors in judgment. |
q Usually shows good judgment with clinical problems. |
q Consistently good judgment with difficult problems. |
q Excellent judgment with difficult problems. |
q |
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Treatment planning
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q Often does not identify current or past treatment. Treatment plan inappropriate. Does not recognize when urgent treatment needed. |
q Identifies current and past treatment. Formulates reasonable treatment plans. Usually recognizes need for urgent treatment. |
q Identifies current and past treatments. Formulates detailed treatment plans. Consistently recognizes need for urgent treatment. |
q Treatment plans demonstrate superior insight. Recognizes need for urgent treatment and initiates appropriate action. |
q |
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Prevention |
q Unable to discuss prevention strategies. |
q Usually aware of prevention strategies. |
q Prevention strategies are thorough and appropriate. |
q Prevention strategies are comprehensive and sophisticated. |
q |
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Monitoring patient's progress over time |
q Misses major changes. Often does not reassess need for additional information or management changes. Follow-through is inadequate. |
q Usually identifies major changes. Follows through appropriately. |
q Takes initiative in monitoring patients and clinical data closely and identifies subtle changes. |
q Anticipates problems. Monitors patient's progress until resolution and ensures that patients' needs are met. |
q |
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Cost Conscious |
q Indifferent to cost issues that relate to patient care. |
q Considers cost issues that relate to patient care. |
q |
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IV. Independent/Lifelong Learning
|
q Competency |
Not Met |
q Competency Met |
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Below expect. |
Meets expect. |
Above expect. |
Exceptional |
Not obsād |
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Fund of knowledge |
q Major knowledge gaps. |
q Adequate; expected gaps of knowledge. |
q Broad fund of knowledge demonstrated. |
q Extensive and comprehensive fund of knowledge demonstrated. |
q |
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Learning attitude |
q Takes little or no initiative in building knowledge base. Needs constant prompting. Resistant to feedback. |
q Expected interest in learning.Needs some prompting . Works best with regular supervision. Responds to feedback. appropriately. |
q Active interest in learning. Takes initiative in improving knowledge base. Works semi-independently. Responds and improves with feedback. |
q Remarkable interest in learning. Consistently takes initiative to improve knowledge. Works independently. Seeks out feedback. |
q |
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Teaching interest |
q No demonstrated interest in helping others learn. |
q Shows demonstrated interest in helping others learn. |
q Actively helps others learn. Shows talent in making content understandable. |
q Exceptional demonstration of helping others learn. Shows exceptional talent for making materials understandable. |
q |
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Information acquisition |
q Little insight in regard to knowledge gaps. Unable to identify resources to fulfill gaps. |
q Usually insightful in recognizing knowledge gaps and in identifying and pursuing resources. |
q Insightful in recognizing knowledge gaps and in identifying and pursuing resources. |
q Critically evaluates new information. Works actively on improving knowledge from outside sources. |
q |
V. Professionalism
|
q Competency |
Not Met |
q Competency Met |
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Below expect. |
Meets expect. |
Above expect. |
Exceptional |
Not obsād |
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Interpersonal Relations |
q Insensitive. Lacks empathy and/or respect. |
q Usually sensitive, empathic and respectful. |
q Consistently sensitive, empathic and respectful. |
q Unusually adept at dealing with sensitive issues and/or difficult situations. |
q |
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Examines different points of view |
q Indifferent to other people's concerns and opinions. |
q Usually tolerant of people with different concerns and opinions. |
q Consistently accepts people with different concerns and opinions. |
q Always sensitive in dealing with people with different concerns and opinions. |
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Reliability |
q Unreliable. Attendance and/or punctuality are erratic. |
q Attendance is usually punctual and appropriate. Meets assigned responsibilities. |
q Consistently meets responsibilities. Consistently punctual. |
q Exceptionally conscientious and responsible. |
q |
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Participation and initiative |
q Disinterested. Avoids responsibility. |
q Usually shows interest and takes some initiative. |
q Consistently shows interest and consistently takes initiative. |
q Exceptionally motivated and active in patient care and learning. |
q |
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Honesty and integrity |
q Not always honest in interactions with others. |
q Always honest and believable. |
q |
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SUMMARY COMMENTS: (Strengths and , if any, areas needing improvement)
RECOMMENDED OVERALL GRADE: Check One HONORS
q PASS q NO CREDIT q
EVALUATOR'S NAME SIGNATURE
Please print name
Observation Time:
q Brief: less than two half days q More than two half daysHONORS CRITERIA: Student performs at a level observed in only the most outstanding students: his or her performance is consistently exceptional; s/he is an active, and extremely competent self-directed learner. (Top 15% of class.)