| STUDENT PERSPECTIVES | RATINGS |
| Instructions: Question details: Please rate the following areas from the students’ point of view, on a scale of 0-5 as defined below. | 5 = Highly Effective; 4 = Very Effective; 3 = Fairly Effective; 2 = Minimally Effective; 1 = Not Effective; 0 = Not Done; Y= Yes; N= No |
| Please provide ratings only for global questions (the first question that is bolded in darker highlighted color). If the global question rating is a 3 or below then please enter all sub component fields below. | |
| How effective was the clinical site orientation? | |
| Did it include the following: | |
| Review of relevant sections of the Clinical Training Manual, including educational objectives, assessments and required activities (e.g., web-based learning, written and oral assignments)? | |
| Opportunities to develop communication skills? | |
| An introduction to the key faculty and coordinators? | |
| A tour of the department’s service areas and facilities? | |
| An explanation of schedules? | |
| The orientation made the students clear about what they are supposed to learn during the clerkship, the required clinical experiences and how they will be assessed? | |
| Comments: | |
| Was there an appropriate amount of time allotted to a variety of clinical experiences, including inpatient, outpatient/ambulatory and on-call experiences? | |
| Do the clinical experiences match the requirements outlined in the CTM? | |
| What are the on-call experiences, if any are they valuable? | |
| Are the students exposed to sufficient volumes and varieties of patients to complete their required clinical experiences? | |
| Does the presence of other students interfere with SGU students’ educational experience? | |
| Comments: | |
| Students receive appropriate supervision in all aspects of this rotation? | |
| Does supervision focus on the foundations of patient care, clinical skills, chart documentation (either in the patient record or with alternate methods)? | |
| Are all students directly observed performing (targeted) histories and physicals? | |
| Comments: | |
| Clinical rounds occur daily and are an effective part of the educational experience? | |
| Are they led by a faculty member? | |
| Is there student participation? | |
| Do they include student presentations? | |
| Is there input from residents? | |
| Are students assigned to a team? | |
| Comments: | |
| Lectures, clinical discussions and preceptor sessions are adequate in number, interactive, relevant to the curriculum? | |
| Do they include students as presenters and discussion leaders? | |
| Is there feedback to students when they are presenters or discussion leaders? | |
| Is the web-based department curriculum being completed? | |
| Are the required Communication (Drexel) & Ethics modules being completed? | |
| Is UWorld being utilized? | |
| Comments: | |
| The required number of write-ups is an effective way for faculty to give formative feedback on clinical skills and student documentation skills? | |
| Are the write-ups being critiqued and returned in a timely manner so that students can achieve ongoing improvement in their written work? | |
| Comments: | |
| Are the students given access to electronic medical records and laboratory data utilizing personal identification numbers? | |
| Do they have access to a library with appropriate reference material and internet access? | |
| Do they have lockers or a safe place to leave their belongings? | |
| If students take call, do they have on-call rooms? | |
| Comments: | |
| The mid-core assessment provides useful formative feedback midway through the clerkship or earlier to improve student deficiencies? | |
| How are the faculty tracking theses assessments? | |
| Are more frequent evaluations done when problems are encountered? | |
| Are the evaluations formative? | |
| Do they include review of the electronic Patient Encounter Logs and inquiry into manual skills experience? (Manual skills training and assessment is only required in the surgical clerkship). | |
| Is there an inquiry into progress on web-based requirements (Communication, Ethics, etc.)? | |
| Are the students’ clinical skill and professional behavior being assessed? | |
| Are students made aware of their positive/negative behaviors as perceived by the faculty? | |
| Are the midcore evaluations being documented and submitted? | |
| If not done yet, do students understand the goals of the mid-core assessment? | |
| Do students receive narrative (written, long-form) feedback? | |
| If students from previous rotations are available, were grades returned in a timely fashion? | |
| Comments: | |
| There is adequate time available for required course activities (required readings and modules, UWorld, etc.). | |
| Students work less then 50 hours per week? | |
| Students have adequate non-clinical independent study time? | |
| The preceptors provide high quality teaching? | |
| The preceptors provide high quality mentoring? | |
| The teaching and assessments of clinical skills and professional behavior were effective during this clerkship? | |
| Does the faculty review the student portfolio, consisting of the Patient Encounter Log and proof of completion of the required web-based courses? | |
| The faculty utilize questions to assess communication skills, empathy and critical thinking? | |
| Is professional behavior emphasized and discussed with students? | |
| Comments: | |
| The residents (if applicable) are knowledgeable and eager preceptors? | |
| They integrate the students into the clinical activities effectively? | |
| They are role models for professional behavior or otherwise exceptional teachers that should be noted? | |
| Comments: | |
| The attendings are available, experts in their field and eager to teach? | |
| They motivate and inspire the students? | |
| They are role models for professional behavior or otherwise exceptional teachers that should be noted? | |
| Comments: | |
| Students are treated with respect and the atmosphere/learning environment was conducive for an effective educational experience? | |
| All healthcare workers, patients and visitors are treated with respect? | |
| The rotation provides a professional, respectful, and intellectually stimulating academic and clinical environment? | |
| The rotation recognizes the benefits of diversity, and promote students’ attainment of competencies required of future physicians? | |
| Do students experience mistreatment? | |
| Do they know how to report mistreatment if they did experience it? | |
| Are students’ duty hour requirements respected? | |
| Have students developed interactive relationships with the nursing staff, physician assistants, nurse practitioners, technicians and social workers? | |
| Is the staff welcoming to the students, and have the students learned to seek out these relationships? | |
| Comments: | |
| Students have access to healthcare? | |
| Do they have access to mental healthcare? | |
| Do students know what to do if they are exposed to an environmental hazard? | |
| Comments: | |
| Faculty Perspective | |
| Overall, how well does the clerkship meet the objectives and assessments and follow the guidelines as published in the Clinical Training Manual? | |
| Comments: | |
| Do the faculty know the MD program objectives, learning objectives, required clinical experiences, and assessment system? | |
| Do faculty receive communications from SGU and departmental leadership? | |
| Are faculty invited to/aware of meetings? | |
| Do faculty know how they can participate on committees? | |
| Do faculty know how to access data on student performance and satisfaction at their site (using the Clinical Evaluation program or requests from Office of Dean)? | |
| Comments: | |
| What is the atmosphere like for students and are students treated with respect? | |
| Are all healthcare workers, patients and visitors treated with respect? | |
| Does the rotation provide a professional, respectful, and intellectually stimulating academic and clinical environment? | |
| Does the rotation recognize the benefits of diversity, and promote students’ attainment of competencies required of future physicians? | |
| Do faculty know how to report mistreatment? | |
| Comments: | |
| The preceptors and residents understand that the average workday or week should not exceed 50 hours; 30% of this time must be protected academic time consisting of conferences and independent study? | Yes/ No |
| Do residents participate in teaching? | |
| How are the residents trained to be teachers? | |
| How do they know the SGU MD program objectives, learning objectives, required clinical experiences, and assessment system? | |
| Comments: | |
| The mid-core assessment provides useful formative feedback midway through the clerkship or earlier to improve students' deficiencies? | |
| How are the faculty tracking these assessments? | |
| Are more frequent evaluations done when problems are encountered? | |
| Are the evaluations formative? | |
| Do they include review of the electronic Patient Encounter Logs and inquiry into manual skills experience? (Manual skills training and assessment is only required in the surgery clerkship). | |
| Is there an inquiry into progress on web-based requirements? | |
| Are the students’ clinical skills and professional behavior being assessed? | |
| Are the evaluations being documented and submitted? | |
| Do students receive narrative (written, long-form) feedback? | |
| Are grades returned in a timely fashion after the completion of a clerkship? | |
| Comments: | |
| Are faculty aware of the faculty policies/handbook, e.g., how to obtain appointments or get promoted? | |
| Do faculty have access to faculty development? | |
| Do faculty know how to access SGUSOM’s faculty development resources? | |
| Have they watched the faculty development videos? | |
| Do faculty receive any formative feedback from SGUSOM, including annual performance evaluations? | |
| Comments: | |
| Do the faculty have any suggestions to improve the clerkship? | |
| Comments: | |
| Site Visitor’s Evaluation and Summary | Comment box will expand for text |
| This section is for the discussion of the site strengths in the given discipline, typically things that the students like and/or that the faculty are doing well. | |
| This section is for the discussion of the site weaknesses in the given discipline, typically things that the students do not like and/or that the faculty are not doing well, especially if they are out of compliance with the school’s requirements | |
| This section is for the discussion of site opportunities in the given discipline, typically things that are external to the site itself. | |
| This section is for the discussion of threats to the site in the given discipline, typically things that are external to the site itself. | |
| This section is for detailing the initial plan to address weaknesses and/or threats. It may be subject to approval by administration and/or the Curriculum Committee, depending on the nature of the plans | |
| Other comments: This section is for any additional comments that the site visitor wishes to include about the site/visit. |