Student performance is evaluated throughout the curriculum using one or more of the methods listed. The course instructor will determine the evaluation method(s) for the course and explain the process in the course syllabus distributed at the beginning of the course. Additional evaluation methods may be used by course instructors.
Clinical Rotation Evaluations
The Clinical Preceptor monitors the student’s ability to perform clinical skills and assesses their knowledge at baseline and progression on an ongoing basis. Preceptors are expected to conduct regular meetings with the student to review the student’s performance and acquisition of the stated competencies. The preceptor completes a formal written evaluation using the PA School evaluation form at the middle and end of the rotation. These evaluations are reviewed by the student and preceptor and are used, in part, by the Director of Clinical Education to determine the student's final grade for the rotation. The preceptor evaluation is an essential component of the overall grade for the student, but it is not the sole determining factor in the student’s grade for the rotation. The mid-and end-of-rotation evaluations can be found on Exxat and are available upon request from the Clinical Team at PAClinicalEd@ketchum.edu. If the preceptor does not submit an end-of-rotation evaluation, the Director of Clinical Education or their designee may complete the evaluation form based on a verbal report (via telephone) from the preceptor. Preceptors are expected and encouraged to report any concerns about a student's progress or skills or professionalism directly and expeditiously to the Director of Clinical Education. A passing score for a clinical rotation is "Acceptable (3)" or better for every item evaluated by the Clinical Preceptor. Any score less than “Acceptable (3)” may result in a Student Progress Committee meeting and could result in a failed rotation.
Each student will have a minimum of two site visits over the course of their clinical phase. The site visits may be announced or unannounced. The site visit allows the School to assess the student’s professionalism and interpersonal skills as well as ensure a suitable learning environment and proper preceptor guidance towards meeting the stated competencies. Site visits are also used to discuss any concerns or praise from the student or the preceptor/site. The site visit evaluation form can be found on Exxat and is available upon request from the Clinical Team at PAClinicalEd@ketchum.edu
Clinical Skills Evaluations
Clinical Skills Evaluations - Clinical skills evaluations occur throughout the curriculum. Students are evaluated on their ability to perform patient assessments and each clinical skill. During the didactic portion of the curriculum and during all OSCEs, the student demonstrates their ability to perform the clinical skill on another student, standardized patient, or other instructional method, and is evaluated by a school faculty member or their designee. Video may be used for teaching, learning, and assessment purposes. During the clinical rotations, the student demonstrates their ability to perform the clinical skill on a patient(s) and is evaluated by the Clinical Preceptor or their designee.
Students are required to complete competency logs throughout their clinical phase. Students are required to submit their competency logs to the clinical team on each callback day and are encouraged to take photos of their logs on a regular basis for their records. The competency log is reviewed by the clinical team for appropriate progression. The log contains skills and procedures that students are expected to competently demonstrate prior to graduation. A preceptor or their designee must directly observe the student performing the skill and sign off, indicating student competency for each skill or procedure. If necessary, the DCE will provide additional opportunities for students to demonstrate competencies.
An instructor may use an oral examination as a method of evaluation utilizing a checklist to determine the student’s performance.
During the clinical phase, students are required to log all clinical encounters within seven days of the patient encounter. These logs are reviewed and evaluated by the clinical team. Data points evaluated include the sufficiency of patient encounters, range of patient demographics (patient race, age, gender, ethnicity, etc.), clinical setting (acute, chronic, preventative, outpatient, inpatient, peri-operative, etc.), and level of student participation.
Professional Performance Evaluations
The faculty and clinical preceptors regularly monitor the student’s ability to demonstrate professional behavior and attitude when interacting with patients, colleagues, other health professionals, the university community, faculty and staff, and the general public. The Professional Performance Rubric is used to help illustrate expected professional behavior as well as to identify and improve areas of concern for individual students on an as-needed basis. The student’s ability to meet professional performance expectations is assessed on an ongoing basis by faculty and clinical preceptors throughout the program. During the clinical phase, students are required to receive a score of "Satisfactory" or better for every item evaluated on the Professional Performance Report. Failure to meet these standards results in a review of the student's academic and professional performance by the Director of Clinical Education or their designee. If deemed appropriate, a Student Progress Committee meeting may be scheduled and could result in a failed rotation and/or dismissal from the School depending on the individual case. For professionalism concerns, an informal meeting with the DCE or their designee may be held, however serious professionalism concerns or conduct violations will be referred to the MBKU Student Conduct Process.
Students take several standardized formative examinations during the program. Formative examinations allow students to learn their strengths and areas for improvement. These also help faculty identify students who are not progressing as expected and who may need additional support. Standardized formative examinations include a written exam (multiple choice exam, Packrat exam, or similar) and objective structured clinical examinations (OSCE) stations. Generally, two formative examinations occur in the didactic phase (late Spring/early Summer and Fall). One formative assessment occurs during the clinical phase in Spring. A graded summative evaluation (similar in format to the formative exams) is administered within 4 months of graduation.
Students may be required to give oral presentations either individually or in a group, as a requirement for any course. The presentation may or may not be accompanied by a written report. The student is expected to arrange for the duplication of any written/printed materials and to arrange for the use of multimedia equipment as needed.
The type of written assessment varies depending on the course content and the instructor’s preference and may include multiple choice, matching, True/False, short answer, and essay.
- Assessments may be given at various points during the course.
- A cumulative or non-cumulative mid-course and/or final exam may be given.
- Graded or non-graded quizzes may be used.
- Exams may be given online.
Students are required to complete written reports for various courses. The instructor determines the format for such reports. Reports are to be generated on the computer, unless otherwise instructed and should be submitted in the specific format as instructed (hard copy, online, media storage device, etc.) The following are types of written reports:
- History and physical examination reports
- Case presentations
- Report on an assigned topic
- Masters Capstone project design
- Masters Capstone project report
- SOAP note/rounding report
- Hospital or other reports