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.
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.
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:
- Each skill level has a numerical value
- Add up the points for RIME (Reporter-Interpreter-Manager-Educator)
- 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
|| No change in RIME grade
||Reduce RIME grade by one level (no less than Pass)
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