This is to remind you of the forthcoming EVALUATION SUBCOMMITTEE MEETING at 7:30 a.m., Wednesday, December 11, 1996 in Room CG78.
We will start by reviewing the competencies expected of our graduates to demonstrate. If you cannot find your copy of the competencies, please have your secretary pick a copy up in Dr. Suter's office in M118. We will have to pay particular attention to the fact that some of the competencies of this list are not included in items 1-5 of the "Desired Competencies" below. Then we will discuss a proposal for a system which could evaluate these competencies. The following draft is intended to stimulate your thinking in preparation for the meeting.
D R A F T
In order to graduate, students must demonstrate the following skills on 12-15 cases drawn from the 100-120 clinical presentations on a "clinically stimulated comprehensive evaluation."
1. Collect data
2. Generate differential dx
3. Identify most likely diagnosis 4. Develop initial treatment plan 5. Communicate to other professionals patient and/or family
Following a standardized patient encounter, the student will go to a computer station and record:
1. Pertinent positive and negative findings
2. Differential dx
3. Lab requests (Some lab data will then be provided {like Bill Winters' immunology cases] and the students can revise their differential dx).
4. Initial treatment
5. Evaluation of knowledge base. Answers to essay and/or MCQ questions relating to basic and clinical sciences (e.g., explain to a patient with an 8th grade education the pathogenesis and prognosis of his/her disease). These will be graded by basic and clinical faculty thereby providing appropriate feedback to faculty as to usable knowledge retained by students.
6. Student will identify relevant areas of ignorance (learning issues) and negotiate with examiners (via email?) on subject and time for exploration in the library.
7. Student goes to library and then returns to computer to:
8. Student uses new knowledge to review and, if appropriate, revise dx and treatment plan.
9. Student self-evaluates all aspects of performance and, if appropriate, plans remediation.
10. *Faculty reviews total performance including graded "knowledge base evaluation" and provides feedback.
*Faculty who developed case do review so they can revise case where necessary and give feedback to other appropriate faculty.