Medical Student Clinical Performance Guidelines
These are the standards by which students will be evaluated during all phases of their Psychiatry Clerkship.
|
Unacceptable |
Below Expectations |
Meets Expectations |
Exceeds Expectations |
| Data Gathering: (History Taking & Performance of the Physical Exam) | Incomplete data
collection
Frequently misses important findings Disorganized |
Identifies major
findings Accurately obtains basic history, but poorly focused Physical exam complete, some technical inadequacies |
Elicits most
pertinent findings Usually recognizes and follows up on leads from history |
Complete &
accurate with focus on pertinent problems Efficient, insightful Elicits & appreciates subtle findings |
| Case Presentations | Major omissions Cannot separate pertinent data from minutia & extraneous information Uses extensive notes or write-ups to present Very disorganized |
Incomplete Has consistent trouble distinguishing pertinent from extraneous data Relies on notes consistently Disorganized |
Usually
well-organized, fluent Includes most pertinent information with little extraneous information Minimal notes for presenting (3x5 cards) |
Clear delineation
of problems, organized & tailored to situation Always concise, focused Uses few or no notes |
| Write-ups and Progress Notes | Disorganized Inadequate recording of findings Submitted inadequate number of write-ups |
Some important
omissions in most write-ups & notes Some write-ups late Assessments are descriptions of diseases, not patient-oriented Progress notes usually timely, accurate reflection of patient’s progress |
Adequate number
of write-ups submitted Usually complete, concise Usually timely Usually assessments are patient-oriented, thoughtful, and reflect reading Patient records maintained accurately without prompting |
Outstandingly
conscientious & accurate More than expected number of write-ups submitted Assessments are patient-oriented, thoughtful, and reflect reading Progress notes accurate, timely and thoughtful |
| Clinical Decision-Making | Reports data
without attempting analysis Poor ability to apply knowledge to clinical situations Cannot prioritize |
Usually tries to
interpret data Has fundamental understanding of clinical problem solving Has trouble prioritizing clinical issues and applying to clinical situation |
Consistently
suggests reasonable interpretation of data Actively contributes to patient care discussions Usually correlates knowledge with clinical situations |
Understands
complex issues Interrelates patient problems Asks insightful questions Consistently applies knowledge appropriately to clinical situations |
| Fund of Knowledge | Inadequate
understanding of fundamental concepts Poor ability to apply clinical knowledge |
Develops basic
differential diagnosis on own patients Limited knowledge but shows ability in application |
Solid fund of
knowledge Frequently demonstrates application to clinical situations |
Comprehensive
understanding of pathophysiology, diagnostic approach, therapeutic interventions Outstanding knowledge base Self-motivated learner (literature searches, recent articles, etc.) |
| Ambulatory and Technical Skills | Needs prodding to
complete ward or clinic activities Reluctant to actively participate in patient care Unable to perform even basic procedures relevant to the clerkship Has difficulty communicating with patients and/or staff |
Reasonably
competent in performing procedures relevant to the clerkship Needs reminding to perform ward or clinic activities competently Sometimes has difficulty communicating with patients and staff |
Efficient,
effective team member Proficient in performing most procedures relevant to the clerkship specialty Communicates effectively with most patients and staff Seems to enjoy patients and role as student physician |
Outstanding at
putting patients/families at ease. Does well with difficult patients Eager and proficient with procedures Unusually effective team member Outstanding interpersonal skills at all levels |
| Professionalism | Often unprepared,
lackadaisical, late Does not respond to feedback Insensitive to others’ needs Cannot be relied upon |
Needs reminding
to fulfill responsibilities Resists feedback Develops some rapport with patients Remains peripheral to team activities & patient care |
Relates well to
others Seeks and responds to feedback Gains confidence and trust of patients Takes initiative for own education Can be relied upon |
Exceptionally
conscientious regarding own education and patient-care; timely, dependable Seeks feedback, rapidly responds to feedback Excellent relationships with patients & families Makes extra effort to be integral part of team |