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Student Evaluation

Formative feedback is specific regular feedback to improve student performance. It is most effective when frequent (even daily) and related to recent, specific instances. Summative evaluation is the final evaluation at the end of the clerkship.

Formative Feedback

Students should request formative feedback often from attendings, preceptors and residents by using the blue feedback card. At the mid-point of the clerkship, more formal face-to-face feedback should be given with recommendations for improvement.

The blue 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):

    3. (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

The Neurology clerkship will use the RIME (Reporter-Interpreter-Manager-Educator) format plus IP (Interpersonal-Professional) categories. When multiple people precept the student, the lead attending will collate all the feedback into one composite summative evaluation. Because the final official evaluation needs to be compiled on the current School of Medicine evaluation form, the clerkship 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. Hopefully, it correlates better with self-assessment as well. An example of "strength" in each of the RIME categories is 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 clerkship.

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
    • 1 = Area for Improvement
    • 2 = Between Area for Improvement and Competent
    • 3 = Competent
    • 4 = Between Competent and Strength
    • 5 = Strength
  2. Add up the points for RIME (Reporter-Interpreter-Manager-Educator)
    • 19-20 - Honors
    • 16-18 - High Pass
    • 8-15 - Pass
    • 4-7 - 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.  Students who Fail based on IP will be reviewed individually.

Examples

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