Clerkship Review Form

Clerkship Name:           ______________________________________

Clerkship Catalog Number:     _________________________________

Date report submitted to committee:   _________________________

Period this report covers:   __________________________________

Subcommittee:     _________________________________________(chair)

                             _________________________________________(member)

                             _________________________________________(student)

_____________________________________________________________

Part One (to be completed by the clerkship director(s):

Basic Information:

1. Provide the name(s) of the Clerkship Director, title, and the number of years served in the position.  Is there an Assistant Clerkship Director?  If so, please list name, title, and time in position.

2. Please describe the time dedicated for the Clerkship Director to spend on clerkship-related activities.  Include opportunities for development as an educator and attendance at national meetings.

3. Please provide a list of all participating faculty, including their departmental affiliation and rank.  Indicate whether each faculty member has an RWJMS appointment?

4. Describe the secretarial-administrative support available for this course.  Is it adequate?  If not, what support is required?

5. Describe the level of IT support available for this course.  Is it adequate?  If not, what support is required?

6. Please list professional development activities specifically related to teaching and evaluation that have been attended by faculty (including national meetings).

7. Please evaluate the existing resources available for the course in terms of space, faculty and AV needs.

Course Content and Format:

As an appendix, please attach a copy of the most recent clerkship syllabus, including the lecture schedule, course competencies and objectives, grading policy, etc., as is given to students. Please indicate how the clerkship’s goals and objectives are linked to the school’s overall objectives.

8.      Provide a brief narrative of the clerkship curricular content, including the sequence of its presentation.  Please include a description and rationale for current pedagogical methods.

9.      List all required or recommended books, and other learning materials.  Are there any problems with student access to instructional materials across the sites?

10.    Briefly describe aspects of the course that are specifically intended to foster integrative learning across other courses presented concurrently (horizontal) and between semesters/years (vertical). Comment on how basic science material is utilized in the clerkship.

11.    Attach the course competencies and the method(s) of evaluation for each objective.  How are the objectives/ competencies communicated to students? Are they the same for at all sites and for both campuses?

12.    Do residents and faculty receive written copies of the clerkship goals and objectives?

13.    Does the clerkship follow a standard curriculum developed by a national organization?  If so, please identify the organization.

14.    List the types of patients and clinical conditions that students must see in order to fulfill the clerkship objectives.  Are these criteria the same on all sites and campuses?

15.    Please specify the system used to monitor the types of patients or clinical conditions that students must see in order to fulfill the clerkship objectives.

16.    What is the mechanism used to ensure that all students have the required experiences?

17.    How many complete patient workups are required of each student on the rotation?  How many of these are reviewed by Faculty?  How many are reviewed by Residents?

18.    Is each student observed taking a complete history and examining a patient?  If so, in what setting?

19.    Please provide a brief description of the in-patient and ambulatory experience provided on this clerkship.

20.    Please describe how students are introduced to the basic principles of clinical and translational research in this clerkship. (e.g. discussion of sentinel articles in critical content areas)

21.    Is evidence-based medicine practiced as part of the clerkship?  If so, how is this accomplished?

22.    How does the clerkship ensure that the learning environment promotes the development of appropriate professional attributes (attitudes, behaviors and values) in the students?

23.    How are expectations of professional conduct conveyed to students in this course?  How is professional behavior assessed?

24.    Does the clerkship have a website?  Describe its content and the role that it plays in the students’ clerkship experience. 

25.    Does the clerkship clinical instruction provide experience in important aspects of:

         (check all that apply)

  • Preventive Care
  • Acute Care
  • Chronic or continuing care
  • Rehabilitative care
  • End-of-Life Care
  • Geriatrics
  • Multidisciplinary content areas (e.g. oncology/tumor board, transplant, other)

Course Evaluation:

26.    State what methods are used to assess clerkship quality, including peer and student feedback and measures of student and graduate achievement.

27.    State what methods are used for the formal assessment of teaching and evaluation methods of the faculty and residents.  Are their opportunities for remediation?

28.    Summarize the results you have obtained from the clerkship evaluation process for the most recent academic year.  Based on student assessments, what recommendations do you have for improving the clerkship experience for the next cohort of students?

29.    Give a critique of the clerkship in terms of scope of experience and teaching/learning methods; mention any deficiencies and state how improvements can be made.

30.    Evaluate the instructional facilities available at each site.

         a.  Are there areas available for student study? Conferences or lectures?

         b.  Are sufficient information resources, including library/internet access, available?

         c.   Are call rooms and lockers, or other secure space to store personal belongings, available for student use?

Evaluation of Students:

31.    What guidance do the residents receive about their roles in teaching and evaluating medical students?

32.    What resources, such as workshops/written materials are provided to enhance the teaching and evaluation skills of residents and other non-faculty instructors?          

33.    Briefly describe the method of formative evaluation of students.  How is formative feedback provided to students?

34.    How do you ensure and document that mid-rotation feedback is provided for all students?

35.    Indicate the percent composition of the clerk’s final grade:

NBME subject exam

%

Internally written exam

%

Oral exams

%

Faculty-resident observation

%

OSCE/Standardized Patient Exam

%

Other (e.g. paper)

%

Total

100%

36.    Is the mechanism for determination of students’ final grades the same on all campuses?  At all sites?

37.    What role is played by OSCE’s (Objective Structured Clinical Exercises) in the clerkship? How is the OSCE performance reviewed with the students?

38.    If an NBME subject exam is used, give the performance of the last three classes in this clinical discipline:

Mean score

Year

39.    Over the past three years, how many students received the following grades at each clinical site (before re-examination):

Academic Year

_______ to _______

Academic Year

_______ to _______

Academic Year

_______ to _______

Site

H

HP

P

CP

F

H

HP

P

CP

F

H

HP

P

CP

F

40.    What is the mechanism for remediation of a failing grade in the clerkship?

41.    What is the average time frame for the delivery of grades to the registrar?  If greater than four to six weeks (the current LCME standard), what are the impediments to timely delivery of the grades and what could be done to remediate this?

42.    Do you review student achievement on USMLE Step 2 in the assessment of the department’s teaching effectiveness?

43.    Describe how you assure that each student achieves satisfactory clinical proficiency.  Identify the methods employed, including structured and unstructured observations by attending faculty and residents, standardized patients-objective structured clinical exercise (OSCE), patient-management problems or simulations, CBX, etc.

44.    Is a narrative description of each student’s performance and clinical skills included with the final grade?

45.    Who gives final review/approval of the composite evaluation of each clerk?

         (Give name and title) _______________________________________

Final Items:

46.    If there have been any major changes since the last time this course was reviewed, please discuss.

47.    What changes in the clerkship do you plan for next year, if any?  How do the changes address the evaluation comments?  How will these changes affect attaining goals and objectives of the clerkship?

48.    If the clerkship has multiple clinical sites, how often does the clerkship director visit and meet with the site’s director and faculty?  How are any clerkship changes transmitted to the site? How frequently do the clerkship directors in NB and Camden communicate?

49.    What additional resources would you wish for this clerkship (in the perfect world)?

Clerkship Director
(Print name and title):_____________________________________

Campus:_____________________________________

Date:_________________________

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Part Two (to be completed by Curriculum Committee Subcommittee of Review):

Was the material in this report provided to you in a timely, accurate and complete manner?

Did the subcommittee meet with the clerkship director(s) in the course of this review?

Did the Curriculum Committee identify issues of concern for this clerkship in its previous review?  If so, summarize them and report on how they have been addressed by the faculty of the clerkship since that review.

Evaluate the clerkship for appropriateness of its contents, its format and its placement in the curriculum.  Evaluate significant changes in any of the above that have been put in place since the most recent review.

Does the clerkship use EBM-based concepts and discussion to introduce students to clinical and translational research?

Have clerkship objectives been clearly articulated in the ACGME format?

Has the clerkship specified the types of patients and/or clinical conditions that students must see in order to fulfill the clerkship objectives, the system used to monitor these criteria and the mechanism used to ensure that all students have the required experiences?

What mechanisms are in place to ensure that the clerkship’s learning environment supports the development of professional attributes in its students?

Review/evaluate the clerkship’s web site.

Evaluate the clerkship methodology for measuring student achievement of clerkship objectives, including their method for evaluation of all six competency areas.

Are concerns raised in the distribution of student performance over the period of this review, as determined by results on internal (course exam(s)) and/or external (USMLE, shelf exam) measures?  To what extent student performance distributions across clerkship sites comparable?

Are issues raised in student evaluations of the clerkship?  To what extent has the clerkship director(s) responded to these issues?

Indicate the number of Clerkship Directors meetings attended by clerkship director over the past 12 months.

If applicable: are clerkship experiences reasonably comparable across sites/campuses?

Final remarks and recommendation for next review of the clerkship.

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Part Three (to be completed by Curriculum Committee after the subcommittee report is reviewed):

Discussion of the course and the subcommittee report at the Curriculum Committee

Final report and recommendations by the Curriculum Committee

© 2013