Clinical grading in psychiatric clerkships

Gregory W. Briscoe, David L. Carlson, Lisa Fore Arcand, Ruth E. Levine, Mitchell J. Cohen

    Research output: Contribution to journalArticlepeer-review

    8 Scopus citations

    Abstract

    Objective: The clinical grade assessment is the most frequently used and heavily weighted component in the overall assessment of U.S. psychiatry clerkship students, yet the topic is understudied. The authors aimed to learn more about the nature, perceived virtues, and deficiencies of the clinical grade evaluation. Methods: A 26-item questionnaire regarding the psychiatry clerkship clinical grading form was distributed to the clerkship directors of 129 medical schools in the U.S. and U.S. territories. The design of the document, its strengths, its weaknesses, grading outcomes, and utilization were assessed. Results: Trends regarding clinical grading in psychiatry clerkships were detected. The clerkship grade form similarities, differences, desirable features, and utilization were ascertained, as were areas for improvement. Conclusions: The search for an optimal clinical grading process for the thousands of third-year medical students rotating annually is formidable. However, collaboration among psychiatry clerkship directors on development and improvement of clinical evaluation forms can clarify learning objectives and lead to better clinical evaluation tools.

    Original languageEnglish (US)
    Pages (from-to)104-109
    Number of pages6
    JournalAcademic Psychiatry
    Volume30
    Issue number2
    DOIs
    StatePublished - 2006

    ASJC Scopus subject areas

    • Education
    • Psychiatry and Mental health

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