• Go to Online Evaluation Form (Use only for final evaluation. To be completed by designated "Lead Attending" only.)
• Print Feedback Card (19K PDF)*

Formative evaluation is specific regular feedback to improve student performance. It is most effective when frequent (even daily) and related to recent, specific instances. So, this is our goal. Students should request formative feedback often from attendings, preceptors and residents by using the feedback card. At the mid-point of the clerkship, more formal face-to-face feedback should be given with recommendations for improvement.

The feedback card should be used according to the following instructions which are also printed on the card. The PRIME format matches the final summative evaluation form.

Student instructions:
1. Student will ask for frequent feedback from attendings, preceptors and residents throughout the month.
2. Ask the evaluator to write down their comments on the back.
3. Give this card to your attending for mid-clerkship feedback, and on the last day of the rotation to use in your final evaluation.

Evaluator instructions:
1. Please give feedback to the student when asked.
2. Consider the following items to comment on (PRIME):

(P) rofessionalism: Timeliness, dress, participation, interactions with patients and staff.
(R) eporting: History, physical, oral case presentation.
(I) nterpretation: Ability to come up with a reasonable diagnosis and differential. Includes “do not miss diagnoses”.
(M) anaging: Efficiency, helpfulness, quality of care, appropriate test ordering and medication use.
(E) ducation/(E) nhanced communication: Teaching the team or patient. Establishing an agenda and exploring beliefs, feelings and concerns.

3. Use this card to help with both mid-clerkship feedback and final evaluation.

Summative evaluation is the final evaluation at the end of the course. The Neurology clerkship will use the RIME (Reporter-Interpreter-Manager-Educator) format plus IP (Interpersonal-Professional) categories. When multiple people precept the student, they will get together to come up with one composite summative evaluation. Because the final official evaluation needs to be compiled on the current School of Medicine evaluation form, the course director will transpose information from the RIME-IP form.

The benefits of the RIME format are that it is skills/behavior based, and goal oriented. RIME tries to be less subjective than more commonly used evaluation forms. Hopefully, it correlates better with self-assessment as well. An example of "strength" in each of the RIME categories are below.

Another consideration when evaluating the student is improvement. The first week is often needed to get comfortable and understand individual preceptor styles. Your final evaluation should be based on observations over the last 1/2 - 3/4 of the course.

The 6 categories will be referred to as RIME-IP. Grades will by generated according to the following rules:

1. Each skill level has a numerical value
   
   

   Area for Improvement	= 1
   Between Area for Improvement and Competent	= 2
   Competent	= 3
   Between Competent and Strength	= 4
   Strength	= 5

   
   
   
2. Add up the points for RIME (Reporter-Interpreter-Manager-Educator)
   
   

   19-20	Honors
   16-18	High Pass
   7-15	Pass
   4-6	Fail

   
   
3. Add up the points for IP (Interpersonal-Professionalism). These two categories are expected to be at least competent for every student. Therefore, the score can only reduce a grade.
   
   

   5-10	No change in RIME grade
   2-4	Reduce RIME grade by one level (no less than Pass)

• Strength as Reporter
• Strength as Interpreter
• Strength as Manager
• Strength as Educator

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