Student: Kader, Sarah 

     Course: Surgery 3rd Year Clerkship      Academic Year:2018      Preceptor:

Assigned: 11/1/18      Saved: 12/4/18       Completed: 12/4/18      

Outstanding
Meets (5-10% of
competency Exceeds students) -
Does not meet
standards competency Student
competency
(70-85% of standards (5-20% of performing
Unacceptable - standards -
students) - students) - Student item at Not
  Student cannot pass Student can
Student at performing item at exceptional Observed
this exam pass this item
expected level above level far
but work is
level at this expectations for above
advised
point in the this point in the year expectations
year for this point
in year
History Taking (EPA 1):
Fails to elicit Gathers Accurately Skillfully elicits an Exceptionally
pertinent & major relevant gathers organied & complete accurate &
components of information information history in a sensitive through history
history. Is that is lacking relevant to manner. taking.
disorganized &/or in detail or symptoms & Routinely
poorly focused. somewhat problems. Is organized &
Disregards patient's disordered. organized. Is logical. Superb
needs & comfort Inattentive to sensitive to interactions
patient's needs patient's needs with patient
& comfort. & comfort. during
interview.
Physical/mental status exam (EPA 1):
Fails to do parts of Disorganized Usually Consistently Thorough &
the PE pertinent to approach. thorough & thorough & efficient.
the case. Misses &/or organized. organized. Correctly Correctly &
Demonstrates poor misinterprets Occasionally & reliably identifies reliably
technique. Disregards major findings. misses &/or & interprets identifies &
patient comfort. misinterprets findings. interprets even
findings. subtle or
unusual
findings.
Diagnostic Reasoning, data interpretation, generates
differential diagnosis (EPA 2): Unable to prioritize Difficulty in Identifies most Consistently Synthesis of
patient information. developing a patient identifies patient clinical
Generates differential problems problems & creates presentation
inaccurate, diagnosis or creates a a well-reasoned with
inadequate plan; needs well-reasoned differential understanding
differential diagnosis improvement in differential diagnosis. Able to of disease is
information diagnosis. synthesize always
synthesis skills. information superior.
Prioritizes all
relevant
patient
information.
Recommend & interpret diagnostic/screening tests (EPA 3):
Unable to identify Difficulty in Usually Consistently Always
indications for the identifying identifies identifies indications identifies
most common indications for indications for for & applies indications for
diagnostic & the most & applies findings from the & applies
screening tests. common findings from most common findings from
Incorrectly interprets diagnostic & the most diagnostic & the most
results of testing. screening tests. common screening tests. common
Inconsistent in diagnostic & Accurately diagnostic &
interpreting screening interprets results of screening
results of tests. testing. tests. Always
testing Accurately accurately
accurately. interprets interrupts
results of results of
testing most of testing
the time.
Makes treatment plans (EPA 4 / EPA 10):
Formulates Often does not Identifies Identifies current & Treatment
inappropriate identify current current & past past treatments. plans
treatment plans. or past treatment. Formulates detailed demonstrate
Unable to recognize treatment. Formulates treatment plans. superior
need for urgent Treatment plan reasonable Consistently insight.
treatment. not focused. treatment recognizes need for Recognizes
Has difficulty in plans. Usually urgent treatment. need for
recognizing recognizes urgent
when urgent need for treatment &
treatment urgent initiates
needed. treatment. appropriate
action.
Clinical Documentation (EPA 5):
Inaccurate or missing Omissions in Documentation Documentation is Documentation
key information. documentation. is usually consistently is
Disorganized, difficult Disorganized thorough & thorough & clear. exceptionally
to follow notes. notes. clear. thorough,
focused, clear
& concise.
 Case Presentations (EPA 6):
Presentations are Presentations Presentations Cases are notably Presentations
inaccurate or missing are unclear, are usually clear, complete & are
key information, &/or have notable clear, well organized. exceptionally
are omissions, &/or complete & Reflects reasoning & clear,
disorganized/difficult are reasonably differential complete, well
to follow. disorganized. organized diagnosis. organized.
Sophisticated
level of
reasoning &
differential
diagnosis.
Form clinical questions & retrieve evidence to advance
patient care (EPA 7): Unable to identify & Has difficulty Usually Insightful in Critically
remediate knowledge identifying & insightful in recognizing evaluates
gaps. Using filling recognizing knowledge gaps & in information.
inappropriate sources knowledge knowledge identifying & pursing Works actively
of information. gaps. Not gaps & in resources. Critically on improving
learning from identifying & evaluates knowledge
sources of pursing information from from outside
information resources. literature searches. sources by
appropriate to Using undertaking
this level of resources independent
student. generally research.
appropriate. Chooses high
quality
resources.
Interpersonal/communication skills with health care team
(EPA 8/ EPA 9): Does not integrate Gets along Is respectful Integrates well into Integrates
into the team. Is civilly with towards & the health care smoothly &
disrespectful to any team members. works will with team as an productively
member of the health Makes minimal all members of important team with the entire
care team. Does not effort to the health member. Reliably clinical team.
contribute to team contribute to care team. contributes to the Takes
effort. the team & Participates in work of the team. exceptional
does not fully & contributes initiative to
integrate. to the team contribute to
effort. the work &
education of
the team.
Interpersonal/communication skills with patients:
Fails to demonstrate Demonstrated Usually Consistently Unusually
sensitivity, respect & insensitivity. sensitive, sensitive, adept at
empathy. Heavy use Lacks empathy empathetic & empathetic & dealing with
of medical jargon. &/or respect. respectful. respectful. Minimal sensitive issues
Fails to communicate Moderate use Occasional use use of medical &/or difficult
clearly with patient. of medical of medical jargon & uses plain situations.
jargon. Uses jargon. Uses language. Avoids all
clear language plain language medical jargon
some of the & uses plain
time. language.
Procedural skills (EPA 12):
Unable to acquire Only able to Safely & Safely & adeptly Safety &
basic skills. Complete perform adequately performs all defined adeptly
disregard for patient procedures performs procedures with preforms all
comfort. with defined minimal direction. defined
considerable procedures Ensures patient procedures.
guidance. with direction. comfort Optimizes
Minimal or Attends to patient
inadequate patient comfort.
attempts to comfort.
ensure patient
comfort.
Attitude towards learning & feedback:
Fails to acknowledge Demonstrates Expected Active interest in Remarkable
knowledge gaps or too little interest in learning. Takes interest in
errors. Does not initiative in learning. initiative in learning.
engage in reading. building Needs some improving Consistently
Fails to ask for or knowledge prompting. knowledge base. takes initiative
resists feedback. Fails base. Needs Works best Works to improve
to modify behavior constant with regular semi-independently. knowledge.
based on feedback. prompting. supervision. Asks for general Works
Poorly Response to feedback & independently.
receptive to general consistently Seeks out
feedback but is feedback improves based on specific
able to modify appropriately. feedback given. feedback.
behavior when Shows Effectively
directly improvement incorporates
addressed. based on feedback.
feedback Shows
given. consistent
improvement.

Honesty & professional integrity:

Unacceptable - Student cannot pass this item.
Not always honest in interactions with others.
Meets competency standards.
Aways honest and believable
Performance on Written Exam: Shelf: 66 Oral:72
Performance on OSCE: 81.71 (Mean=80.41)
Numeric Grade: 74.45
Final Grade:
G=Good

E=Excellent

EH=Excellent with honors

M=Marginal

U=Unsatisfactory

I=Incomplete

Summary: TRAUMA:Excellent work. Active participant, including in OR; good initiative, helpful, interested. PEDS: Sarah did fine with us, did a nice presentation on
"imperforate anus". PLASTICS: Sarah is an enthusiastic student who enjoys growing and learning, she will do well.
Advisement:
M/U: