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Small group evaluation
Small group evaluation
Student performance during "paper patient" group cases. It is the responsibility of each group member to arrive prepared and to contribute, as well as allow other group members room to participate.
Rubric Code:
D44B32
By
rtrombly
Draft
Public Rubric
Subject:
Medical
Type:
Assignment
Grade Levels:
(none)
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Small group evaluation
Marginal
2 pts
Competent
3 pts
Proficient
4 pts
Exemplary
5 pts
Reliability
Marginal
Repeatedly late. Does not seem oriented to days case or topic. Sleeps in class.
Competent
Mostly on time. During many sessions student appeared prepared.
Proficient
Always on time. Although prepared for topic, unclear if student has brought handout or reviewed.
Exemplary
Always on time. Has reviewed case, with printed pt. presentation and notes ready
Advocacy
Marginal
Student unable to appreciate implications of case, workup or management to patient. Unaware of cultural differences
Competent
When asked student can discuss impact of health issue on patient's life.
Proficient
During the course, student identified impact of health issues, w/up or management on patient's life and identified how proposed management can help.
Exemplary
Student is consistently able to articulate how medical issue impacts patient, how management will affect her and how her culture might affect pts. choices.
Team member
Marginal
Student interrupts, talks over classmates or is disrespectful. Does not participate.
Competent
Student, though quiet, when asked can contribute to discussion. Dominates conversation so no room for other students comments.
Proficient
Student, contributes to the discussion regularly. Able to fill in gaps in conversation.
Exemplary
Student helps moderate their own and classmates contributions to the discussion, so that each member can participate.
Differential Diagnosis
Marginal
Student is not able to offer more than most superficial or only most arcane diagnoses
Competent
Differential complete but not prioritized, doesn't take pt's specific presentation into account.
Proficient
Student is able to contribute a relevant, appropriate ddx which includes the most likely, most impt to diagnose, and a step wise diagnostic plan.
Exemplary
In addition to a relevant and prioritized ddx, student includes how subtle historical issues, or physical findings can prioritize differentials.
Manager
Marginal
Unable to articulate reasonable management plan.
Competent
Student is able to discuss a reasonable plan.
Proficient
Student can present a plan which includes prioritization of the information and is based on the patient's specific situation.
Exemplary
Student is able to synthesize and incorporate complex information into a well supported management plan.
Educator
Marginal
Student does not have enough knowledge of information about the patient or the topic to contribute.
Competent
Student can inform peers about basic topic information, but does not relate it to the patient care being discussed.
Proficient
Student is able to place the pt. information and topic information into a relevant context for the care of the patient.
Exemplary
Student has looked up information regarding specific details relevant to the care of the patient not covered in the text
Keywords:
Small group
Subjects:
Medical
Types:
Assignment
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