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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)

Powered by iRubric 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



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  • Small group

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