Chair’s Site Visit
| Hospital: | Date of Visit: | ||
| Department: | Reviewer: | ||
| Clerkship Director: | Chair: | ||
| DME: | Med-Ed Coordinator: | ||
| Number of Students: | 3rd year: | 4th year: |
______________________________________________________________________
NBME Average Grade for that Clerkship:
______________________________________________________________________
Review of the Student Feedback Questionnaire and Comment on the Strengths and Weaknesses of the Program from the Students’ Point of View:
______________________________________________________________________
Rate the following on a scale of 1-5
5 = Excellent, 4 = Very Good, 3 = Good, 2 = Fair, 1 = Poor, 0 = Not Done
- Orientation to the department
Does it include; an introduction to the key faculty and coordinators, tour of the department’s service areas and facilities, distribution of schedules, confirmation that students are familiar with the clinical training manual, an explanation of course objectives, introduction to web-based learning requirements, emphasis on developing communication skills, discussion of manual skills requirements, discussion of professional behavior?
5 4 3 2 1
Comments:
- Daily Schedule
Is there an appropriate amount of time allotted for experience in inpatient, outpatient, and sub-specialty, urgent or emergency care?
5 4 3 2 1
Comments:
- Supervision:
Is the experience appropriately supervised in all areas of the rotation? Are the students given schedules? Are the students taught the foundations of patient care and manual skills? Are students allowed to document charts or do they use alternative methods for documenting clinical information? Do the students participate in adequate night and weekend calls?
5 4 3 2 1
Comments:
- Quality of Patient Rounds:
Are there daily rounds, are they led by a faculty member, is there student participation, are there student presentations, are there input from residents, are students assigned to a team?
5 4 3 2 1
Comments:
- Lectures, Clinical Discussions and Preceptor Sessions:
Are they adequate in number, interactive, relevant to the curriculum, include students as presenters and discussion leaders? Is there feedback to students when they are presenters or discussion leaders? Is the web-based department curriculum being completed? Are the required Drexel modules being completed, is USMLE world being utilized?
5 4 3 2 1
Comments:
- Write – ups:
Is the required number being submitted in a timely manner? Are the write-ups being critiqued and returned to students in a timely manner so that students can achieve ongoing improvement in their written expression?
5 4 3 2 1
Comments:
- Facilities:
Are the students given access to electronic medical records and laboratory data utilizing personal identification numbers? Do they have access to a library with appropriate reference material and internet access? Do they have lockers or a safe place to leave their belongings?
5 4 3 2 1
Comments:
- Mid-Core Evaluations:
Are they being done midway through the clerkship or earlier as needed? Are more frequent evaluations done when problems are encountered? Are the evaluations formative? Do they include review of the electronic patient encounter logs and inquiry into manual skills experience? Is there an inquiry into progress on web-based requirements? Are the student’s communication skills being assessed? Is the student made aware of his/her positive/negative behaviors as perceived by the faculty? Are the evaluations being documented and submitted?
5 4 3 2 1
Comments:
- Resident Teaching:
Are the residents eager to teach, knowledgeable and do they integrate the students into the clinical activities?
5 4 3 2 1
Comments:
- Attending Physicians:
Are the Attendings available experts in their field and eager to teach? Do they motivate and inspire the students? Are they role models for professional behavior?
5 4 3 2 1
Comments:
- Integration into Clinical Activities:
Are the students integrated into the care team? Have they developed interactive relationships with the nursing staff, physician assistants, nurse practitioners, technicians and social workers? Is the staff welcoming to the students and have the students learned to seek out these relationships? Do the students dress appropriately? Do the students; behave professionally, are they punctual, responsible, understand and complete their assignments, offer their assistance to patients and peers to accomplish improved patient outcomes?
5 4 3 2 1
Comments:
- Educational Objectives and Guidelines:
Overall, how well does the clerkship meet the objectives and follow the guidelines as published in the Clinical Training Manual?
5 4 3 2 1
Comments:
Meeting with students:
- Issues raised by students:
Issues to be discussed with Faculty:
- Discuss issues raised by students and formulate a response from the faculty.
- Review and discuss the most recent Student Questionnaire and Comments.
- Discuss changes compared to the Student Questionnaire and Comments of prior site visits.
- Issues raised by faculty.
- Faculty’s familiarity with the stated objectives in the Clinical Training Manuals and grading procedure and are they being followed?
- Are the students informed of the course requirements and web-based learning requirements at the start of the rotation?
- Are the students being evaluated for communication skills?
- Are the students being assessed regarding professional behavior?
- Faculty’s impression of student’s preparedness.
- Faculty’s knowledge of the process for obtaining faculty appointments and ability to obtain appointments.
Strengths:
Weaknesses:
Corrective Actions:
Summary & Conclusions:
Miscellaneous Comments:
Print Name:
Date:
SURGERY SITE VISIT FORM
CHAIR'S SITE VISIT REPORT
Prepared BY: ________________________________ Signature: ____________________
Site of Visit: _________________________________ Date of Visit: ___________________
Address: _________________________________________________________________
Program Director: ___________________________ Number of students: _________
-
FACILITIES/ACCOMMODATIONS:
|
On call rooms |
Excellent |
Very good |
Good |
Fair |
Poor |
|
Library Facilities |
Excellent |
Very good |
Good |
Fair |
Poor |
|
Computer access |
Excellent |
Very good |
Good |
Fair |
Poor |
Comments: ____________________________________________________________
-
ORIENTATION INTERVIEW:
Interview Conducted: Yes No
Conducted By: Program Director Other Faculty Both
Aims Objectives Outlined: Yes No Schools Manual Used: Yes No
Comments:
-
MIDROTATION INTERVIEW:
(1) Interview Conducted: Yes No (2) Conducted By Program Director: Yes No
(3) With Documentation: Yes No (4) One-on-one: Yes No
Comments: ____________________________________________________________
IV. EXIT INTERVIEW WITH PROGRAM DIRECTOR:
EXIT INTERVIEW: Yes No
Comments: __________________________________________________________
What did you think of the structure of the rotation?
|
Gen Surgery |
Anesthesia |
ENT |
G.U. |
Ophthalmology |
Orthopedics |
Trauma |
Vascular |
SICU |
|
3 weeks |
1 week |
1 week |
1 week |
____Weeks |
______Weeks |
_____Weeks |
_____Weeks |
1 Week
|
Comments:_____________________________________________________________________________________________________________________________________________
VI. ON-CALL SCHEDULE/ACTIVITIES:
On Call every ____ Days | 24 hours call: Yes No | Weekends Weekdays
Stay Overnight: Yes No | Morning Report Presentations: Yes No
Teaching: Excellent Very Good Good Fair Poor
--------------------------------------------------------------------------------------
VI. General Surgery, Clinic And O.R. Exposure
General Surgery
| Excellent | Very Good | Good | Fair | Poor | Hands On | Good Teaching | Variety & Volume | Student Friendly | Structured | |
| Clinical | ||||||||||
| O.R. |
Subspecialties
| Excellent | Very Good | Good | Fair | Poor | Hands On | Good Teaching | Variety & Volume | Student Friendly | Structured | |
| Anesthesia | ||||||||||
| Orthopedics | ||||||||||
| ENT | ||||||||||
| Urology | ||||||||||
| ICU | ||||||||||
| Vascular & Trauma |
Comments:
VII. TEACHING SCHEDULE:
SCHEDULE: Didactic lecture, Interactive Sessions, Bedside, H&Ps, and Clinical skills
DIDACTIC LECTURE & INTERACTIVE SESSION
- per week
|
(2) |
Scheduled: |
Variable: |
|
|
(3) Curriculum covered: Yes |
No |
|
(4) |
Conducted By: Program Director |
Faculty |
|
Residents |
|
|
|
(5) |
Excellent |
Very good |
|
Good |
Poor |
|
|
|
|
FORMAL BEDSIDE TEACHING ROUNDS |
|
|||
|
(1) |
Done: Yes |
No |
|
|
|
|
|
(3) Excellent |
Very Good |
Good |
Fair |
Poor |
Comments:
COMMENTS: In SICU
H&Ps
(1) Document on charts: Yes No (2) per rotation (3) Graded: Yes No
(4) Countersigned by: Residents Attending P.A.
Clinical Skills
(1) Done: Yes No (2) Addressed Formally: Yes No
Supervised by: (a)
(3) Residents Attending P.A.
(4) Excellent Very Good Good Fair Poor
Comments: _______________________________________________
VIII. EXAMINATIONS AND EVALUATIONS
(1) Examinations and Evaluations By Program Director: Yes No
(2) One-on-one: Yes No
IX. INTERVIEW WITH PROGRAM DIRECTOR
Interview with Program Director: Yes No
Students Problems Identified: Yes No
NARRATIVE ANALYSIS
STRENGTHS:
- Teaching
- Autonomy - hands/on
- Volume of cases
- Clinics
RECOMMENDATIONS
- Study time requires structure & supervision-mixed revisions
- Word of caution about autonomy to be kept in check.
- Improve on-call experience to allow all students to see acute patients and then follow to O.R.