Clinical Evaluation of Students

Formative

ClinicalFormative clinical evaluations are used to determine advancement to the nextassess students’ clinical levelperformance on a given date and to give the studentstudents immediate feedback on his progresstheir performance.

Evaluations of students’Formative evaluations by clinical performance by instructors isare subjective; however, instructors are made aware ofthe evaluation form states the expectations of students at each level and are able to, so instructors can evaluate students by those expectations and by comparing performance of students within a given classcohort, and within classescohorts at the same level in the past. Students should be aware that the purpose of the tool is not just to log how well the student is doing (as important as positive feedback is), but to especially note specifically where they need to improve. Students should utilize every opportunity to seek advice about how to improve.

The Medatraxformative clinical evaluation tool is user friendly, and is reviewed and revised periodically. Each online entry has room for two clinical days to be evaluated, containing case and date information which the student fills out, and a place for instructors to give scores, general comments, and to list specifically any areas where improvements are needed.

The student clinical evaluation tools should be submitted toask the clinical instructor for a grade each day. The affiliate Clinical Coordinator is responsible for submitting a clinical numerical grade to complete the School through Medatrax, when he completes the monthly summary (Narrative Evaluation of Performance). The studentformative clinical evaluation tools will contain all instructors’each clinical day that the student logs an anesthetic case.

Performance levels have associated scores to be used internally as part of calculating a summative score at the end of each semester. These scores are not published on the formative clinical evaluation tool and are graduated. Students in semesters 3-8 are required to have clinical formative evaluations for a minimum of 75% of their clinical case days. Students in semester 9 must have 5 clinical formative evaluations, with 10 preferred.

Do we need to enter the graduated scoring protocol here or link it?? – Also, on clinical Standards Policy

Summative

Summative clinical evaluations represent the average of scores, completion rates, and comments aboutfrom the formative clinical evaluations for a given semester. MTSA personnel review summative clinical evaluations and determine if each student’s clinical performances while rotating with the instructors and is very beneficial in determining the students’ final evaluation performance that semester has been satisfactory (grade for the monthof Passing) or unsatisfactory (grade of Not Passing).

In most institutions, the affiliate Clinical Coordinator completes the summary after the student leaves and then submits it through Medatrax to the School, and the student is notified the evaluation is available for his review. However, if students question the summary evaluation or wish to talk to the instructor who completed the summary, they may contact him or her. Students are also free to make their own comments once the summary evaluation is submitted to the School.Expectations of Students

Expectations of Students

Clinical Year One (CY1); Semesters Three - Five
Students begin clinical rotations in their third semester on an “every other day”a regular and published schedule. At least one evaluation should be completed per clinical day, but two cases can be evaluated if the student logs cases (excluding pre-operative or instructor so desiresbreak days). MTSA requires thatHowever, two evaluations per clinical day are acceptable. CY1 students are required to have at leastclinical formative evaluations for a minimum of 75% completion of studenttheir clinical evaluations at eachcase days. Exceeding the minimum requirement results in a graduated increase in scoring (max. +5%). Having less than the minimum requirement results in a graduated decrease in scoring (max. -10%), with potential repeated rotation siteand program extension with < 25% results. If a student does not meet the 75% completion mark at the end of the rotation, five (5) points will be deducted from the clinical grade at that rotation.

Clinical Year Two (CY2); Semesters Six - Nine– Eight
StudentStudents’s clinical rotations increase to a daily schedule in their sixth semester until graduation. Students continue to be expected to seek evaluations from clinical instructors using the MTSA studentformative clinical evaluation tool. The exception to this formative clinical evaluation tool Medatrax. The exceptions to the use of this student evaluation tool are Nationwide (Columbus) Children’s Hospital andis the OB affiliationrotation at Vanderbilt, where MTSA has approved an alternate evaluation systemform. StudentsCY2 students are expectedrequired to meet thehave clinical formative evaluations for a minimum of 75% completionof their clinical case days (excluding pre-operative or break days). Exceeding the minimum requirement of studentresults in a graduated increase in scoring (max. +5%). Having less than the minimum requirement results in a graduated decrease in scoring (max. -10%). Internal scoring (max. -10%), with potential repeated rotation and program extension with < 25% results.

Clinical Year Three (CY3); Semester Nine

CY3 students are required to have 5 clinical formative evaluations at each rotation sitewith 10 being preferred. If a student does not meet the 75% completion mark at the end of the rotation, five (5) points will be deducted from the clinical grade at that rotation.

Special Card System

Special Card System

MTSA has developed a “card system” to assist in the evaluation process of all students at all levels. Giving these cards is the prerogative of each instructor and can be accomplished by email, verbally, or formative clinical evaluation comments.

Green card

Green cards can be submitted by an academic or clinical instructor to acknowledge and commend outstanding performance in any area by a student. FollowingGreen cards are suggestions about whendiscussed at NAP Council and why theseProgressions Committee meetings.

Yellow card

Yellow cards maycan be given:submitted by an academic or clinical instructor to identify students who demonstrate behaviors which may cause elevated and unnecessary risk. This type of identification will result in activation of the MTSA Clinical Safety Concerns Protocol to ensure the concerns are communicated, addressed, and documented properly. Yellow cards are also discussed at NAP Council and Progressions Committee meetings.

• Commendation Card (Green card)

  The first card is the “Commendation Card” (green card). Green cards are to be completed by an instructor to acknowledge outstanding performance in any area. These are to be submitted directly to the School and are to be discussed at NAP Council and the end of semester Progressions Committee meeting.

• Area Needing Improvement Card (Yellow card)

  The next card developed is the “Area Needing Improvement Card” (yellow card). From time to time, a student’s performance may not be quite as advanced as the instructor feels it should be for the student’s level in the program. Also, if the instructor has seen several students at the same level and their performance is significantly better than the student being evaluated, the instructor is asked to identify specific areas in writing where the student can improve. These yellow cards are to be submitted directly to MTSA, and will be discussed at NAP Council and the end of semester Progressions Committee meeting.

• Critical Incident Card (Red card)

  The final card developed is a “Critical Incident Card” (red card). Instructors determining that the student’s level of performance is below that level acceptable for this stage in the program according to the Semester Objectives on the back of the sheet, and that the performance could or would have caused significant morbidity or mortality without intervention, are asked to complete this card. They must have the student sign it and send it directly to the School. To receive a Critical Incident Card is very serious. Any student receiving a Red Card may be required to complete a drug screen within 24 hours of the school receiving notice of the Red Card. At the NAP council and end of semester Progressions Committee meeting, all Critical Incident Cards will be discussed. Each student’s end of semester performance at each affiliate is discussed in the Progressions Committee meetings. Receipt of Critical Incident Cards can lead to probation, suspension, or in extreme cases, such as an affiliate site’s refusal to allow the student to continue in that rotation, or failure of a Rotations; may lead to termination from the program.

Red card

Red cards can be submitted by an academic or clinical instructor to identify students who demonstrate behaviors which do cause elevated and unnecessary risk. This type of identification will result in activation of the MTSA Clinical Safety Concerns Protocol to ensure the concerns are communicated, addressed, and documented properly. Red cards are discussed at NAP Council and Progressions Committee meetings.

To receive a Red card is serious. Any student receiving a Red card will be required to complete a drug screen within 24 hours of the school receiving notice of the Red card. Red cards can lead to probation, suspension, removal from clinical site, failure of rotation, or termination from the program.

All cards will become part of the student’s permanent file. A letter grade for clinical performance will be recorded on the transcript. Information used in tabulating this grade follows the section regarding Clinical Case Records because clinical evaluations, care plans, paperwork, and faculty/mentor review of performance are utilized in this grade.

During end of semester Evaluations Committee meetings, daily case evaluations, any cards, and general observations about each student are discussed. Any recommendations by that committee are given to the Progressions Committee, which typically meets the following week. The Progressions Committee makeswill consider clinical performance (formative and summative), and any cards received to make the final decision relative to any action regarding clinical performance.

Should it be determined that there may be a negative decision by the Progressions Committee (i.e.eg, probation or termination), the student will be offered the opportunity to discuss his performance with the Progressions Committee, prior to any decision.