MEDICAL STUDENT PERFORMANCE EVALUATION for BRUTUS BUCKEYE. November 1, 2011

Transcription

1 College of Medicine Meiling Hall 370 West 9 th Avenue Columbus, OH / MEDICAL STUDENT PERFORMANCE EVALUATION for BRUTUS BUCKEYE November 1, 2011 IDENTIFYING INFORMATION Brutus Buckeye is a fourth-year student at The Ohio State University (OSU) College of Medicine in Columbus, Ohio. UNIQUE CHARACTERISTICS Greatest health care challenge: The disparate access to health care that socioeconomic groups face in our country is a challenge Brutus wants to address. He believes these inequalities are more complex than issues of insurance coverage, and that low-income residents often do not receive quality health care because they lack access to good physicians and well-funded hospitals. These patients rely largely on the emergency room for their health problems and do not receive essential follow-up or long-term care. Furthermore, impoverished communities face a wide range of chronic health conditions that require long-term management. While these conditions are largely preventable and can be easily managed, Brutus feels the current system does not ensure that the most vulnerable patients receive access to this long-term care. Ultimately he hopes to work on this challenge by starting a clinic where inner-city residents can receive high-quality medical, social, and psychiatric services at reduced costs. Most meaningful research experience: Brutus work on health literacy screening in patients with Diabetes Mellitus was his most meaningful research experience to date. The project was designed to assess the relationship between diabetic patients knowledge of their condition and their medical outcomes. As a medical student research assistant, he came to realize that significant differences exist between individuals in their understanding of physiologic and pathologic processes. For Brutus, this exemplified the importance of first ascertaining a patient s knowledge concerning a particular health issue and then tailoring the physician-patient discussion accordingly. Most meaningful extracurricular experience: Brutus had the privilege of serving as a student interviewer on The OSU College of Medicine Admissions Committee. He did not take this responsibility lightly, as he feels that he was involved with the future of the medical school. Brutus really enjoyed meeting and getting to know the many quality candidates for admission.

2 BRUTUS BUCKEYE CLASS OF 2012 MEDICAL STUDENT PERFORMANCE EVALUATION Page 2 He has also enjoyed working with the faculty members on the committee, many of whom he looks up to and aspires to emulate as a physician. Most meaningful volunteer experience: Throughout medical school, Brutus volunteered in the Physicians Free Clinic, worked with low income inner city kids, and spent time creating/coordinating community outreach health screenings. He feels he gained much more from these experiences than he could ever have hoped to give. However, his work with the Barbershop Blood Pressure Screenings was the most meaningful to him. Health promotion and disease prevention are not considered the most glamorous aspects of medicine; however, this experience made him realize the impact these small measures can have on a person s life. Brutus enjoyed being part of that, and these experiences significantly shaped his outlook and future goals. This experience made Brutus realize that he needs and wants to be a part of the community he serves and he is now committed bringing preventative medicine to his community. Student Achievements: Merit scholarship 1st and 2nd year, August 2008-May Brutus was recently selected to participate in the Emergency Medicine Ultrasound Honors Program, an eight-month longitudinal elective as well as a ten-month Emergency Medicine Advanced Topics Honors Program. ACADEMIC HISTORY Date of Expected Graduation from Medical School: June 10, 2012 Date of Initial Matriculation in Medical School: August 11, 2008 Brutus s attendance throughout medical school has been continuous. In addition, he was not required to remediate or repeat any course work nor was he the recipient of any adverse action by the medical school or its parent institution. ACADEMIC PROGRESS Preclinical/Basic Science Curriculum Brutus completed his preclinical studies in the Integrated Pathway/Independent Study Program as well as two years in the Clinical Assessment and Problem Solving course (CAPS). He earned Satisfactory grades in Med 1 and 2 and CAPS 1 and 2. CAPS is a longitudinal curriculum spanning over all 4 years of medical school. Using a smallgroup, case-based format, the CAPS course teaches the bio-psycho-social aspects of medicine, proper bedside manner, appropriate physical exam techniques, information synthesis, and several approaches to medical interviewing.

3 BRUTUS BUCKEYE CLASS OF 2012 MEDICAL STUDENT PERFORMANCE EVALUATION Page 3 Clinical Skills Immersion Experience Brutus satisfactorily completed the clinical skills immersion experience. This seven-day experience provides the venue for students to perform over 27 clinical procedures under supervision in a clinical or simulated setting. In addition, students become familiar with and understand the indications, contraindications, and potential complications of the procedures they are performing. Chronological Core Clinical Clerkships and Elective Rotations Ambulatory Care/Family Medicine: Letter of Commendation Brutus completed thorough and accurate histories and physicals. He used his comprehensive medical knowledge base to formulate logical differentials. Brutus management plans became much more precise as his skills improved with each clinical encounter. He established excellent rapport with patients, families, and staff, easily putting people at ease. Brutus responded very well to feedback and read extensively throughout the rotation. He was enthusiastic and a joy to teach; he enjoyed every aspect of clinical care. Internal Medicine: Satisfactory Brutus was a very responsible and hard-working student. He was an active member of the health care team who learned fast and constantly read on his patients. Brutus also exercised good judgment and self-initiative. He conducted complete and methodical physical exams, and his histories elicited pertinent information regarding the chief complaint. Case presentations were clear, organized, and concise, offering accurate and logical interpretation of patient data. Brutus demonstrated an appropriate fund of medical knowledge. Neuroscience: Honors Brutus completed the clinical neuroscience rotation on the neurology service, performing at a consistently high level. He demonstrated an outstanding ability to conduct detailed and accurate neurologic interviews and examinations. Brutus was also able to localize neurologic signs and symptoms consistently to the appropriate level of the neuroaxis. He generated organized, concise, and complete case presentations and progress notes. Brutus knowledge base was above average for his level of training In addition, he was an independent worker who also worked well with others. Brutus was always willing to take on more responsibility and help the team as needed. Obstetrics and Gynecology: Satisfactory Brutus completed his clerkship at one of the more strenuous clinical sites. He was able to perform a complete and concise history and physical exam. Brutus presented good progress notes and charts and demonstrated a solid medical knowledge base. He established rapport with patients and their families quite easily and displayed a real concern for his patients. Brutus

4 BRUTUS BUCKEYE CLASS OF 2012 MEDICAL STUDENT PERFORMANCE EVALUATION Page 4 showed strong initiative throughout the rotation and was a very active member of the health care team. Pediatrics: Letter of Commendation Brutus displayed energy and enthusiasm for all aspects of the rotation and showed great initiative in working up new patients. He elicited accurate patient histories and performed detailed physical exams. His oral and written presentations were well organized, demonstrating a broad fund of knowledge and thorough understanding of patient problems. Brutus had strong clinical judgment and problem-solving skills and developed appropriate differential diagnoses and management plans. He had excellent rapport with patients and their families and was a valuable member of the patient care team. Brutus also worked well with colleagues and staff. The faculty reviewer rated his required paper as excellent. Psychiatry: Letter of Commendation Brutus did excellent work. He conducted complete examinations, including the chronology of illness and the chief complaint. His progress notes and summaries were consistently accurate and demonstrated thorough understanding of a disease management plan. Brutus consistently showed appropriate concern for his patients and established good rapport with difficult cases. An active member of the treatment team, he diligently contributed to the implementation of patient treatment. Brutus also demonstrated a comprehensive knowledge of basic psychiatric principles. Surgery: Satisfactory Brutus demonstrated a caring attitude and collaborative approach to patient care. His timely communications, attention to detail, and reliability made him an asset to the team. He made the effort to read independently, responded appropriately to feedback and instruction, and grew with each encounter. Brutus demonstrated an appropriate level of professional development and behavior. Orthopaedic Surgery Subinternship: Letter of Commendation Brutus is a good, ethical student who is a pleasure to have on service. He is motivated to learn and now is at the stage in medical school where it is time to take his knowledge to the next level. Brutus drive will take him far. He was interested and helpful in the operating room. Brutus always acted with concern and consideration for his patients. Away Elective in Orthopaedics: Honors Akron General Medical Center, Akron, OH Brutus performance on the rotation was solid. He worked hard during the rotation. Brutus fund of medical knowledge was good as was his rapport with patients and staff.

5 BRUTUS BUCKEYE CLASS OF 2012 MEDICAL STUDENT PERFORMANCE EVALUATION Page 5 SUMMARY Students at the OSU College of Medicine may choose from either the Independent Study or Integrated Pathway to satisfy their preclinical, basic science requirements. Though the curriculum is comparable, it is extremely difficult to compare performance across pathways. The College is, therefore, a non-ranking institution. Students, however, are clustered based on percentages assigned to their preclinical end-of-year and core clinical clerkship grades. The categories are: Outstanding, Excellent, Very Good, Good, and Capable. Brutus Buckeye is a very good student who consistently builds on his comprehensive view of medicine. He also envisions goals and then does what is necessary to achieve them. Brutus possesses all the essential qualities of an aspiring physician to become a successful resident. Sincerely, Joanne Lynn, M.D. Associate Dean for Student Life joanne.lynn@osumc.edu

6 Brutus Buckeye Appendix A. Preclinical Comparative Performance Med 1 Basic Medical Sciences (2008) Brutus Buckeye received a Satisfactory Clinical Analysis and Problem Solving 1 (2008) Brutus Buckeye received a Satisfactory

7 Brutus Buckeye Appendix A. (continued) Preclinical Comparative Performance Med 2 Basic Medical Sciences (2009) Brutus Buckeye received a Satisfactory Clinical Analysis and Problem Solving 2 (2009) Brutus Buckeye received a Satisfactory

8 Brutus Buckeye Appendix B. Clinical Comparative Performance The Ohio State University College of Medicine Core Clerkship Performance Brutus Buckeye received the following grades: Ambulatory Care Internal Medicine Neuroscience Obstetrics and Gynecology Pediatrics Psychiatry Surgery Honors Letter of Commendation Honors Honors Letter of Commendation Satisfactory Honors

9 Brutus Buckeye Appendix C. Comparative Performance in Professional Attributes All students were evaluated in the area of Professionalism on each of their clinical clerkships. Students were individually scored on the following attributes: ability to treat patients with compassion; honesty and ethical behavior; initiative and motivation; respect for patient autonomy and beliefs; communication skills; and ability to demonstrate effective and respectful working relationships with team members, peers, and physician colleagues. The evaluators rated students on the following scale: All scores on all attributes across all clerkships were summarized into a single composite mean score for each student. Brutus Buckeye received 4.48

10 Appendix D. Comparative Performance in Medical School Cluster Approximate Percentile Outstanding Excellent Very Good Good Capable 10<

11 Appendix E. Medical School Information Page The Ohio State University College of Medicine Columbus, Ohio Special programmatic emphases, strengths, mission/goals of the medical school: The purpose of the M.D. curriculum at the OSU College of Medicine is to prepare students for postgraduate education and the practice of medicine. The specific goals of the M.D. educational program are broad based and not tailored to specific medical specialties, patient populations, geographic locations, or academic versus community practice. Special characteristics of the medical school's educational program: Students may choose from two separate programs for their preclinical education: Integrated Pathway or Independent Study. The Integrated Pathway features body systems-oriented content that fuses the basic and clinical sciences. It combines the proven educational methods of studentcentered active learning, small-group case-based discussion, and lectures. The Independent Study Pathway allows students to utilize highly structured objectives, resource guides, Web, and computer-based materials to learn on their own. They also take two-year courses in Patient Centered Medicine and Physician Development. All students do similar clinical education requirements in years three and four. Average length of enrollment (initial matriculation to graduation) at the medical school: The standard length of enrollment is four years. The average is 4.1 years due to students completing fellowships or combined degree programs that extend the length of enrollment an additional one to three years. Description of the evaluation system used at the medical school: Students are evaluated on a pass-fail system. Those who distinguish themselves by exceptional performance may receive either Honors or Letter of Commendation, which are internal designations that are not transmitted to the university transcripts. The College of Medicine is a nonranking institution. Students, however, are clustered based on percentages assigned to their preclinical end-of-year and core clinical clerkship grades. The categories are: Outstanding, Excellent, Very Good, Good, and Capable. Medical school requirements for successful completion of USMLE Step 1, 2: USMLE Step 1: Required for promotion to Med 3 and graduation USMLE Step 2CK: Required for graduation USMLE Step 2CS: Required for graduation

12 Appendix E. (Continued) Medical School Information Page Medical school requirements for successful completion of Objective/Observed Structured Clinical Evaluation (OSCE) at medical school. OSCEs are used for: A required capstone OSCE is used at the end of Med 3 clerkships. An additional OSCE is administered as part of the required Med 4 Chronic Care clerkship. Utilization of the course, clerkship, or elective director's narrative comments in composition of the MSPE. The narrative comments contained in the attached MSPE can best be described as: Narrative comments are edited for grammar and inconsistencies in content. Utilization by the medical school of the AAMC "Guidelines for Medical Schools Regarding Academic Transcripts." This medical school is: The College of Medicine is compliant. Description of the process by which the MSPE is composed at the medical school (including the number of school personnel involved in composition of the MSPE): On behalf of the Associate Dean for Student Life, a program manager is responsible for obtaining and verifying all information for the MSPE. That individual also composes all MSPEs to ensure accurate reporting and consistency in style and tone. Students are required to complete a Web-based form on their research, scholarships/awards, volunteer efforts, and extracurricular activities during medical school. Preclinical and clinical academic performance is obtained from MedSTAR, a student information system. Leaves of absence, military service, adverse actions, academic problems, or illnesses are verified through student files. All MSPEs bear the signature of the Associate Dean for Student Life. Students are permitted to review the MSPE prior to its transmission: Yes.