- Students saying they won’t get a good residency if they don’t get the highest rating. This is NOT TRUE.
- Thinking that the amount of time you had with the student wasn’t enough. Anything counts; even spending a half day with a student may offer a prime opportunity to give the student feedback and provide assessment. You can also ask for input from others in the environment, such as staff and patients.
- Thinking that the student will not receive remediation. We have assistance and remediation available for learners.
- Thinking that you haven’t had training on how to best assess the student. We are available to address your concerns and help develop you in assessment.
We’ve designed our assessment forms so that the middle option is where we expect most of our students to be during most of the third year. We expect that at the beginning of the year, some of them may not be able to consistently get a middle mark; at the end of the year most will consistently earn a middle mark and may earn higher marks. Here’s an example a possible question from the ASPC with the middle answer marked with an arrow. We also include unable to determine just in case you are not able to evaluate the student on that area.
Your assessment of our students is not just about a grade. We expect that our students will be in the middle somewhere. If students do earn high and low marks, we expect narrative comments from you so that we can help the student and all necessary stakeholders to understand these ratings. We are not using the items that contribute to professionalism for the student’s grade, such as discernment, conscientiousness and emotional intelligence. You should also know that student assessments contribute to, but are not, the entire clerkship grade. Grades may also come from quizzes, student write-ups or presentations, on campus OSCE simulations, Formal presentation by the student, and an NBME exam (shelf exam) given at the end of each clerkship.
You may be asked to complete just in time assessments or assessments at the midpoint or end of the clerkship. Just in time assessments are based on a defined interaction with the student, such as observing the student obtain and history and perform a physical examination or providing a quick summary of an article. The student will give you a card to complete prior to the just in time assessment. These just in time assessments may have supervisory scales that are a different way of letting us know where you feel the student is at by letting us know how much you had to help them. These supervisory scales will contribute to decisions about where students are in the thirteen EPA’s; EPA stands for Entrustable Professional Activities, sets of behaviors expected of all medical school graduates entering residency. Your assessments, along with assessments from other medical educators, will contribute to decisions about where students are in the EPA’s.
The midpoint and end of clerkship assessments will likely be emailed to you. This end of clerkship assessment is also called the ASPC, or Assessment of Student Performance in a Clinical/Clerkship Setting, assesses student skill in obtaining patient histories and performing physical examinations as well as the student’s ability to present and document the patient interaction. The ASPC asks you to assess the student’s ability to provide an assessment and management plan. Further, the ASPC asks you to assess professional skills such as truthfulness, conscientiousness, accountability and ability to work with others.