Case 1 Dr. TB has an appropriate fund of knowledge and clinical skills for a second year resident. He recently received his ITE scores and was pleased with his 92nd percentile performance. However, during this past FM Clinic rotation he was frequently noted being late for work by the nursing staff. The FMIT attending mentioned in last week’s staff meeting that he left a significant amount of work for the incoming residents who were relieving him after an overnight call shift. His chart audits demonstrate adequate documentation; however, they were rarely closed out within the required 72 hour period. Despite these concerns, two staff attendings created voluntary precepting evals during this rotation containing very positive comments. One specifically noted his ability to organize his H&P during an oral presentation, offer a broad differential diagnosis, and devise an appropriate A/P. The second evaluation commended Dr. TB on his pleasant demeanor and effective negotiating skills with a patient threatening to call the patient advocacy office after she waited for 40 minutes in the waiting room. Case 2 Dr. LB is a diligent resident who is half way done with her first year of Internship. She routinely arrives to work early and stays late. As her current attending physician, you have received several positive, unsolicited comments from the ward nurses about her professionalism with the nursing and nursing staff. You have personally been asked by one of the ward patients if she could change her PCM to Dr. LB because of her outstanding bedside manner. Yet, she has struggled on her current clinical rotation (FMIT), lagging behind her peers in her fund of knowledge and her ability to synthesize clinical laboratory, and radiographic data. Her daily progress notes reflect this with limited expansions of DDx and A/P. Her November ITE score placed her in the 50th percentile overall. Although still in the early stages of residency training, she is already involved in a research project with an attending staff. Upon discussion with LB, it was learned that she lacked basic time management skills and that she was having difficulty juggling her clinical training with her research interests and personal life. Example of Blank Summative Evaluation Tool for Integration Task
Case 1 Dr. TB has an appropriate fund of knowledge and clinical skills for a second year resident. He recently received his ITE scores and was pleased with his 92nd percentile performance. However, during this past FM Clinic rotation he was frequently noted being late for work by the nursing staff. The FMIT attending mentioned in last week’s staff meeting that he left a significant amount of work for the incoming residents who were relieving him after an overnight call shift. His chart audits demonstrate adequate documentation; however, they were rarely closed out within the required 72 hour period. Despite these concerns, two staff attendings created voluntary precepting evals during this rotation containing very positive comments. One specifically noted his ability to organize his H&P during an oral presentation, offer a broad differential diagnosis, and devise an appropriate A/P. The second evaluation commended Dr. TB on his pleasant demeanor and effective negotiating skills with a patient threatening to call the patient advocacy office after she waited for 40 minutes in the waiting room. Case 2 Dr. LB is a diligent resident who is half way done with her first year of Internship. She routinely arrives to work early and stays late. As her current attending physician, you have received several positive, unsolicited comments from the ward nurses about her professionalism with the nursing and nursing staff. You have personally been asked by one of the ward patients if she could change her PCM to Dr. LB because of her outstanding bedside manner. Yet, she has struggled on her current clinical rotation (FMIT), lagging behind her peers in her fund of knowledge and her ability to synthesize clinical laboratory, and radiographic data. Her daily progress notes reflect this with limited expansions of DDx and A/P. Her November ITE score placed her in the 50th percentile overall. Although still in the early stages of residency training, she is already involved in a research project with an attending staff. Upon discussion with LB, it was learned that she lacked basic time management skills and that she was having difficulty juggling her clinical training with her research interests and personal life. Example of Blank Summative Evaluation Tool for Integration Task