Medical Student Performance Evaluation
The medical student performance evaluation represents an evaluation of a medical student’s performance during the process of medical education. The medical student performance evaluation is a comprehensive assessment, composed on behalf of the medical school faculty, regarding a student’s performance, as compared to his/her peers, in achieving the educational objectives of the medical school curriculum. The medical student performance evaluation is neither a letter of recommendation nor the school’s prediction of the student’s future performance in a residency program.

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Medical Student Performance Evaluation: Non-Template

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Medical Student Performance Evaluation: Example

RESIDENT COMPETENCIES EVALUATION FORM

Resident’s Name ____________________ Level PL- 1 2 3 4
Attending’s Name___________________ Rotation ________________
Rotation Date ______________________ Evaluation Date__________

Evaluate the resident’s competence according to their level of training using the scale:

3 – Highly Competent 2 – Competent 1 – Not Competent UJ – Unable to Judge

Circle the appropriate number and check the core components where improvement is needed.

1. Patient Care: 3 2 1 UJ

Compassionate, appropriate, and effective for the treatment of health problems.

Needs Improvement
Caring and respectful behaviors __________________
Interviewing __________________
Informed decision-making__________________
Develop & carry out patient management plans __________________
Counsel and educate patients and families __________________
Performance of procedures
Physical exam __________________
Medical procedures __________________
Preventive health services __________________
Work within a team __________________

2. Medical Knowledge: 3 2 1 UJ

On established and evolving sciences and the application of this knowledge to patient care.

Needs Improvement
Investigatory and analytic thinking __________________
Knowledge and application of basic sciences __________________

3. Interpersonal & Communication skills: 3 2 1 UJ

Effective information exchange and teaming with patients, their families, and other health professionals

Needs Improvement
Creation of therapeutic relationship with patients __________________
Listening skills __________________

4. Practice-Based Learning & Improvement: 3 2 1 UJ

Demonstrates investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care.

Needs Improvement
Analyze own practice for needed improvements __________________
Use of evidence from scientific studies __________________
Application of research and statistical methods __________________
Use of information technology __________________
Facilitate learning of others __________________

5. Professionalism: 3 2 1 UJ

Commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population

Needs Improvement
Respectful, altruistic __________________
Ethically sound practice __________________
Sensitive to cultural, age, gender, disability issues __________________

6. Systems-Based Practice: 3 2 1 UJ

Actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value

Needs Improvement
Understand interaction of their practices
Within the larger system __________________
Knowledge of practice and delivery systems __________________
Practice cost-effective care __________________
Advocate for patients within the health care system __________________

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________

Resident’s signature __________________ Attending’s signature___________________

Medical Student Performance Evaluation Purpose

The Medical Student Performance Evaluation (MSPE) describes, in a sequential manner, a student’s performance, as compared to that of his/her peers, through three full years of medical school and, as much as possible, the fourth year. The MSPE includes an assessment of both the student’s academic performance and professional attributes.

Medical Student Performance Evaluation: Composition & Content

Final authority for composing the  medical student performance evaluation, as an institutional assessment composed on behalf of the medical school faculty, should rest with a professional person, at the faculty level in the institution, who has access to all relevant evaluation data for all students. Ideally, the process by which the medical student performance evaluation is composed should include a personal meeting with each student.

The medical student performance evaluation contains six sections:

  1. Identifying Information
    • Student’s legal name.
    • Name and location of the medical school.
  2. Unique Characteristics – brief statement about the unique characteristics of the student, as follows:
    • Information about special considerations, including any distinguishing characteristics exhibited by the student in medical school
    • Demonstrated leadership and research abilities, participation in community service activities
    • Information about any significant challenges
    • Hardships encountered by the student during medical school.
  3. Academic History
    • The month and year of the student’s initial matriculation in, and expected graduation from, medical school.
    • An explanation based on school-specific policies, of any extensions, leave(s) of absence, gap(s), or break(s) in the student’s educational program.
    • Information about the student’s prior, current, or expected enrollment in, and the month and year of the student’s expected graduation from, dual, joint, or combined degree programs.
    • Information, based upon school-specific policies, of coursework that the student was required to repeat or otherwise remediate during the student’s medical educator.
    • Information, based on school-specific policies, of any adverse action(s) imposed on the student by the medical school or its parent institution.
  4. Academic Progress – student’s academic performance and professional attributed in preclinical/basic science coursework and core clinical and elective rotations, as follows:
    • Narrative information regarding the student’s overall (rather than course-specific) performance in the preclinical/basic science curriculum.
    • Narrative information regarding the student’s overall performance on each core clinical clerkship and elective rotation completed to date, with a focus on summative, rather than formative, comments by clerkship/elective directors. This information should be provided in the chronological order in which the student completed each core clinical clerkship and elective rotation.
    • Information should be provided about the location of any “away” elective rotations.
    • Narrative information about the student’s level of initiative, enthusiasm, and ability to self-start in all curricular components.
    • An assessment of the student’s compatibility with faculty members, peers, other members of the health care team, and patients during all curricular components.
  5. Summary
    • This section includes a summative assessment, based upon the school’s evaluation system, of the student’s comparative performance in medical school, relative to his/her peers
    • Information about any school-specific categories used in differentiating among levels of student performance.

The Medical Student Performance Evaluation, as an institutional assessment, should be considered a component of the students’ academic record and, thus, be available for a student’s review. The student should be permitted to correct factual errors in the Medical Student Performance Evaluation, but not to revise evaluative statements in the MSPE.