observership-program-evaluation

8/7/2019 observership-program-evaluation

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The importance of an accurate and honest

Observership Program evaluation

The program that your international medical graduate (IMG) observer has just completed will affect

his/her career in many ways. Being able to function within the U.S. health care system and observing thedelivery of care firsthand are invaluable experiences, but there are additional benefits tied to the quality of

the evaluation you deliver.

A thoughtful and honest evaluation can provide valuable feedback to the observer with respect to how his

or her performance has been perceived. This will allow the observer to work on any areas of weakness or

deficiency in a focused manner. Ideally, the observer should have received a brief formative evaluation

midway through the observership in order to address such issues before receiving this final summative

evaluation. At that time, they also should have been given a copy of this evaluation form to understand

how and in what areas they will be evaluated.

This evaluation can also provide program directors with critical information to help them narrow the large

field of applicants they consider each year. For the Observership Program to have value and contributemeaningfully to the process of helping IMGs obtain positions in U.S. residency programs, however,

evaluations must be accurate and not inflated. Therefore, it’s important to take a few moments after the

weeks of hard work you and your assigned observer have completed, to provide an honest review that

will serve these purposes.

The list of knowledge and skills to be evaluated may look overwhelming at first but by working through

each one and using the examples of behavior, this evaluation should be completed in five to 10 minutes.

Thank you for taking the time to complete a fair and honest evaluation.



Completing the Observership Program evaluation form

1. Familiarize yourself with the descriptions of the Overall levels of performance (below):

2. When reviewing each item, first determine if it is relevant to the observer’s experience and/or if there was

sufficient observation to evaluate. If not, check the “NA/NO” box (meaning “not applicable” or “not observed”)and move to the next item.

3. For each item that is determined applicable to your observer and for which there was adequate observation to

evaluate, read the examples under the Needs improvement, Acceptable and Strong levels of performance.

Determine which of those three levels best describes the IMG observer.

4. Within the level you’ve selected, check one of the three numbered boxes (the higher the number, the higher your

evaluation). Check only one box for each area being evaluated.

5. Include written comments when possible, especially if the observer is rated very high or very low for an item.

6. Include any general comments or observations in the space provided at the end of the form.

7. You may choose to review the completed form with the IMG observer to provide more detailed feedback.

8. Return the form to: _______________________________________________________________________.

Overall levels of knowledge, skills or professional attributes

Needs improvementMay encounter problems in achieving

required performance levels

AcceptableHas or can be expected to achieve

required performance levels

StrongAlready demonstrates performance ator above required performance levels



Observership evaluation

Observer name __________________________________________________________________________

Preceptor name __________________________________________________________________________

Nature of Observership (internal medicine, surgery, pediatrics, etc.)

________________________________________________________________________________________

Dates of Observership ____/_____/_____ to ____/_____/______

Institution(s) where Observership occurred

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Evaluation based on:

______ Personal observations

______ Additional input from

________________________________________________________________________________________

________________________________________________________________________________________

Evaluation submitted (date) _____/_____/_______



Knowledge and skillsPage 1 of 4

Needs improvement Acceptable Strong

Knowledge –basic medicalscience

Significant deficits in knowledge of relevant anatomy and physiology;trouble recalling or applying principlesof basic sciences in clinical settings.

Working knowledge of relevantanatomy and physiology; adequaterecall of basic principles of clinicallyrelevant basic sciences

Solid grasp of relevant anatomy andphysiology; demonstrates evidence ofregular application of principles of allbasic sciences to clinically relevantsituations

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Knowledge –clinical science

Lacks basic understanding of principlesof clinical medicine including basicpathophysiology and therapeutics

Good grasp of principles of clinicalmedicine despite some gapsconsistent with limited experience or level of training

Clear understanding of clinicalmedical principles, consistently able toarticulate pathophysiology and relateto logical diagnostics and therapeutics

NA/NO

1 2 3

4 5 6

7 8 9Comments:

Knowledge –medical educationresources

Familiarity with standard textbook andreferences is incomplete; difficultyaccessing medical literature andsearching and retrieving relevantinformation; interpretation of studyresults often flawed

Is familiar with standard textbooksand references, can access medicalliterature both in library andelectronically; can search andretrieve relevant information; caninterpret results of studies

Well versed and familiar with allcomponents of medical literatureincluding standard texts, referencesand peer-reviewed journals; searchesare focused and efficient andconsistently retrieve relevantinformation; critically appraises resultsof studies

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Knowledge –health caresystem

Often appears confused by elements of US Healthcare system, has troubleintegrating new elements even with aappropriate explanation, may beunaware of significant components;oblivious to or confused by health carefinancing system

Demonstrates basic understandingof the US Healthcare system, able tointegrate new elements withappropriate explanation, comfortablewith most commonly encounteredelements; basic appreciation of implications of health care financingsystem

Demonstrates clear understanding of the US Healthcare system, able toeffectively relate componentsincluding those less frequentlyencountered; demonstrates andexpresses awareness of implicationsof health care financing system

NA/NO1 2 3

4 5 6

7 8 9

Comments:




Knowledge –U.S. formulary

Often appears confused by names,dosages and indications for commonlyused drugs in U.S. formulary;

frequently using names of drugs fromprior education or practice setting; littleor no familiarity with pharmacologicalreferences.

Can apply basic knowledge of clinicalpharmacology to identifyingappropriate drugs in U.S. formularies

that may differ in name, dosages or indications from those in their prior country of training or practice; somefamiliarity with pharmacologicalreferences..

Demonstrates sound knowledge of names, dosages and indications of alcommonly used drugs in U.S.

formulary with no evidence of confusion with drugs used previouslyfacility with using pharmacologicalreferences

NA/NO1 2 3

4 5 6

7 8 9

Comments:


Skills – clinical

skills – medicalhistory

Beginning with specifics not related toCC or HPI; makes no effort to clarify

unintelligible or inadequate answers;reasonable associations of symptomsnot pursued; ignores obvious riskfactors; pursues low yield informationor fails to pursue critical information;random questions in no logical order

Starts with specifics but thoseidentified in CC or HPI; reposes

questions to inadequate answers;broad pursuit of potential relatedsymptoms but not necessarily specificto case; generally explores commonrisk factors; follows up on mostimportant information; questions insome order and lead from general tospecific

Initially broad inquiries followed byspecifics as indicated by CC and

HPI; rephrases patient responses or offers similes to clarify inadequateanswers; sequential questioning of associated symptoms and pursuit of associations which may not beintuitive; thoroughly explores all riskfactors; selective use of followupquestions with deeper probing of critical information; clearly organizedpattern of questions from general tospecific

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Communication –patients andfamilies

May express impatience withdifficulties in understanding or beingunderstood; may use medical jargonwithout explanation; may conveydisdain toward some; critical of beliefsor attitudes that do not conform to own

Makes efforts to understand and beunderstood; rarely uses medical jargon; generally respectful inaddressing; is open to diverse beliefsand attitudes toward health

Consistently confirms thatunderstanding is clear by repetition,soliciting questions; explains anymedical terminology used; alwaysrespectful in addressing; genuineeffort to understand and respectdiverse beliefs and attitudes

NA/NO1 2 3

4 5 6

7 8 9

Comments:




Communication –colleagues

May be overly deferential towardsuperiors and/or dismissive of peers;conversations and discussions may be

minimal and often tangential or inappropriate; may be evasive whenquestioned; resistant to new ideas andapproaches

Respectful of superiors and peers;conversations and discussions aregenerally relevant and appropriate,

answers questions forthrightly, opento diverse ideas and approaches,

Treats all colleagues respectfullywhether superiors or peers; activelyparticipates in conversations and

discussions without trying todominate or show off; welcomesquestions and challenges; activelysolicits different points of view andrationales

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Communication –nursing andancillary staff

Shows little interest in understandingrole and expertise of staff; rarely if ever approaches staff for help or information and may ignore or dismisssuggestions when made; may bedisrespectful or make disparaging

remarks about staff; quick to blamestaff for lack of knowledge or performance

Acknowledges role and expertise of staff and accepts suggestions; mayoccasionally approach staff for help or information; treats staff with respect;rarely criticizes or blames staff for lackof knowledge or performance

Makes efforts to learn the role andexpertise of staff; actively solicits stafinformation and help and takessuggestions gracefully; treats staff respectfully as colleagues; oftencompliments staff on knowledge and

skills

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Clinical skills –communication -spoken Englishproficiency

Frequent problems withcomprehension and understanding dueto rate of speech, extreme accent or errors in syntax, little or no effort toadapt to listeners or clarify, maybecome annoyed or upset whenmisunderstood

Generally comprehensible, accentmay be obvious but not problematic,makes effort to adapt rate of speechand pronunciation to listener, mayattempt to incorporate idioms althoughnot always successful

Virtually no difficulty incomprehension even if accent ispresent, confirms understanding of listener by repetition or clarification asnecessary, reasonable facility withincorporation of idioms

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Clinical skills –communication –written

Handwritten entries frequently illegible,spelling and syntax errors hamper comprehensibility;essentially unable to enter material viakeyboard or does so with multipleunproofed errors

Handwritten entries are legible,occasional spelling and syntax errors;entry by keyboard may be slow anderror prone but final drafts arereasonably proofed

Handwriting consistently legible withaccurate spelling and syntax;proficient at typing with few errorsand final proof near perfect

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Skills –informationtechnology skills

– electronicmedical records

Has recurrent difficulty accessingelectronic medical records; often

unable to locate relevant information;unable to enter clinical information or does so with frequent errors of formator location.

Is able to access electronic medicalrecords and locate relevant

information; is able to appropriatelyenter basic clinical information intoelectronic medical records

Easily and efficiently accesses andmoves about within electronic

medical records to locate and retrieveinformation and to enter informationin appropriate locations and formats

NA/NO1 2 3

4 5 6

7 8 9

Comments:





Skills – IT skills –informationretrieval – clinicaldata

Frequently unable to retrieve currentlaboratory results or radiology reportsor retrieves erroneous information, e.g.,wrong patient

Can generally retrieve currentlaboratory results and radiologyreports

Facility with retrieving not onlycurrent laboratory results andradiology reports but also withaccessing older and archivedmaterials

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Skills – IT skills –informationretrieval –

referencematerial

Has difficulty accessing electronic andweb-based resources, frequentlyunable to retrieve necessaryinformation; unfamiliar with or unable to

effectively use search engines

Can retrieve necessary informationfrom electronic and web-basedresources; can construct and carry outreasonable searches using PubMed or

other search engines

Facility with retrieving keyinformation from electronic and web-based resources, frequently in real-time and at point of service; uses

PubMed or other search engines toconduct efficient, comprehensivesearches

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Skills –presentationskills – patientpresentations

Presentation of patients isdisorganized with significant relevantinformation lacking; results of diagnostics not presented or presentedin confusing or unclear manner

Presents patients following traditionalformat, includes relevant informationand results of diagnostics; respondsappropriately to questions

Presents patients following clear andlogical format, relevant informationincludes pertinent positives andnegatives; results of diagnostic testspresented with proposedinterpretations; highly receptive toquestions and comments

NA/NO

1 2 3

4 5 6

7 8 9Comments:

Skills –presentationskills –educationalpresentations

Assigned topic may be misconstruedor unfocused, only rudimentary materialpresented, no or ineffective AVmaterials; unable to respond to manyquestions

Presents topics as assigned, includesbasic required information,presentation is logical, AV materialsare appropriate; able to respond tomost questions

Focuses assigned topics for maximarelevance, materials beyond basicsas appropriate, AV materialssignificantly contribute topresentation; confidently takesquestions and responds appropriately

NA/NO1 2 3

4 5 6

7 8 9

Comments:



Professional qualitiesPage 1 of 4

Needs improvement

Acceptable

Strong

Professionalqualities –integrity

May be evasive when lackinginformation, may fabricate answers toavoid embarrassment, may attempt totake credit for accomplishments of others

Consistently honest, does notfabricate answers if does not know,does not takes credit for things doneby others

Unswervingly honest, readily admitsand may even volunteer when lackinginformation or answers, acknowledgesaccomplishments of others, mayminimize credit for ownaccomplishments

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –tolerance

Frequently has or expresses negative judgments regarding groups or typesof people, may use derogatory terms,rejects validity of di fferent perspectiveseven when explained

Accepts people of diversebackgrounds, does not expressnegative judgments or use derogatoryterms, acknowledges validity of differing perspectives when explained

Actively attempts to understandperspectives and values of diversegroups, makes efforts to maintainsensitivity to cultural and other interpersonal issues

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –confidentiality

Expresses resistance to or dismissiveness regarding principles of confidentiality, may be careless withpatient related documents, frequentlydiscusses patient information inunsecured areas

Understands and accepts principles of confidentiality, generally careful withpatient related documents, mayoccasionally reference patientinformation in unsecured areas

Values and respects principles of confidentiality, consistentlyconscientious regarding patientrelated documents, never discussespatient information in unsecured areas

NA/NO1 2 3

4 5 6

7 8 9

Comments:




Needs improvement

Acceptable

Strong

Professionalqualities –punctuality

Frequently or persistently late for scheduled activities, considerstardiness not a significant issue

Generally on time for scheduledactivities, understands and acceptsthe importance of punctuality

Always on time for scheduledactivities, may even make a point of arriving a few minutes early, mayarticulate respect for others whichpunctuality bespeaks

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –reliability

Fails to complete tasks assigned or requires repeated reminders andprodding, materials delivered may beinappropriate to requests and/or of unacceptable quality

Generally completes tasks assigned,rarely needs to be reminded or prodded, produces materialsconsistent with requests and of acceptable quality

Consistently completes tasks assignedon or before due dates with no needfor reminders, materials producedconsistently meet and often exceedspecifications, all work is of highestquality

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –initiative

Has difficulty gathering information or completing tasks even after extensivedirections, rarely or never initiatesproposals or offers suggestions

After adequate directionssubsequently is able to gather information or complete tasks withminimal additional guidance,sometimes initiate proposals or offerssuggestions

Can gather information and completetasks after only minimal initialdirection, consistently initiatesproposals and offers suggestions,seeks creative solutions to problems

NA/NO1 2 3

4 5 6

7 8 9

Comments:




Needs improvement

Acceptable

Strong

Professionalqualities –participation

Makes minimal or no contribution todiscussions even when invited or

makes inappropriate or overlyaggressive attempts to dominatediscussions

Makes effort to participate indiscussions and activities althoughmay sometimes require some drawingout or may occasionally tend to beoverly or inappropriately verbose

Consistently contributes meaningfullyto discussions while evidencingrespect for input of others, canappropriately gear level of participation to nature of discussion

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –teamwork

Has great difficulty functioning in ateam framework, may expresssignificant skepticism of the teamconcept or resistance to itsimplementation, recurring problem withdeferring to other team

After adequate introduction, canfunction appropriately within a teamframework, although may have someconfusion regarding team concept or resistance to deferring to other teammembers

A natural team player, evidencesmutual respect and support of all teammembers, able to defer or lead asappropriate, actively acknowledgescontributions of other team

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –receptivity tofeedback

May become overly defensive receivenegative feedback, tends to makeexcuses and blame others, rarely if ever actively seeks feedback

Can accept and respond to bothnegative and positive feedbackalthough may evidence minimaldefensiveness, generally only seeksfeedback following errors or difficulties

Consistently solicits feedback bothnegative and positive, never defensiveor blaming of others for shortcomings,actively attempts to correct problemsand initiates follow-up feedback

NA/NO1 2 3

4 5 6

7 8 9

Comments:




Needs improvement

Acceptable

Strong

Professionalqualities –mindfulness

Fails to recognize limits of knowledgeand skills even when clearly exceeded,unaware of strengths or weaknesses,oblivious to prejudices, and notcapable of self reflection

Can generally recognize limits of knowledge and skills whenchallenged, evidences awareness of strengths and weaknesses andprejudices, capable of self reflectionbut generally only when asked to doso

Accurate and realistic recognition of limits of knowledge and skills, modestlyacknowledges strengths while activelyworking on weaknesses, identifies andresists personal prejudices, regularlyengages in self reflection

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Professionalqualities –dedication

Pursuit of knowledge and skills inmedicine is often secondary topersonal issues, tends to minimizetime and effort devoted to training,long-term goals primarily self-centered, rarely evidences genuineconcern for patients

Conscientiously pursues acquisition of knowledge and skills in medicine,evidences willingness to acceptpersonal challenges of training andpractice, evidences genuine concernfor patient's welfare

Enthusiastically seeks outopportunities to increase knowledgeand skills in medicine, evidenceswillingness to devote necessary timeand effort to training and practice butalso maintains healthy balance inlifestyle, active and compassionatepatient advocate

NA/NO1 2 3

4 5 6

7 8 9

Comments:

Needs improvement

Acceptable

Strong

Teachability /Learnability

Requires frequent repetition of mostbasic information, fails to apply generalprinciples to specific cases; resistant tocorrection, defensive to negativefeedback; rarely asks questions, little

or no participation in discussions

Retains new information well, canusually apply principles to specificcases, takes correction and negativefeedback well; asks good questionsand participates in discussions

Actively pursues knowledge andexplores topics on own initiative,effectively applies principles to specificcases, seeks and responds tocorrection and feedback; questions

are incisive and participates activelyand appropriately in discussions

NA/NO1 2 3

4 5 6

7 8 9

Comments:



Overall Comments

Include any comments, observations or information that you believe would be of value to those who may beassessing this observer as a potential program applicant.

Documents

observership-program-evaluation