Introduction The has received several comments from CAAHEP-accredited Program Directors that the affective competencies are very difficult to measure and to evaluate. In response to those comments, the MAERB has put together these materials to help CAAHEP-accredited Program Directors with developing affective rubrics. It is important to note that these materials are not definitive. These rubrics can work in conjunction with the sample assignments in the Educational Competencies for Medical Assistants (ECMA), even though they will certainly need to be adapted and refined according to the individual needs of the programs. In fact, these sample rubrics are designed to help Program Directors generate their own ideas about designing rubrics for individual assignments. Just as with the ECMA, these rubrics are optional for Program Directors to use, and they are not formally part of the MAERB Core Curriculum. The MAERB would like to provide more rubrics for the use of Program Directors, and we invite Program Directors to share their materials by sending them to the following email address: . The rubrics then will be reviewed by the MAERB Members, and the goal is to update this resource every fall. We also welcome thoughts and questions. Overview—Rubric for Affective Behaviors The following rubric contains a full range of different behavior attributes, and sections of it can be used effectively in different assignments. It is a rubric that is designed for Program Directors to cut and paste for specific competencies. In addition, there is a variety of additions that could be made depending upon the task. Rubric: Affective Behaviors Does not meet Needs Improvement Meets Expectations Sometimes exceeds Consistently exceeds expectations expectations expectations Integrity Does not always Honest and Consistent honesty, Consistent honesty, Always honest, leads by demonstrate honesty trustworthy with being able to be trusted assists other classmates example and models and trustworthiness property and with property and in understanding exemplary behaviors and/or provides confidential confidential information, confidential issues and in regarding integrity. incomplete information, but does complete and accurate developing their Consistently turns in documentation. not always completely documentation of documentation skills. paperwork that is and accurately patient care and learning complete and accurate. document patient care activities. and learning activities.
Introduction The has received several comments from CAAHEP-accredited Program Directors that the affective competencies are very difficult to measure and to evaluate. In response to those comments, the MAERB has put together these materials to help CAAHEP-accredited Program Directors with developing affective rubrics. It is important to note that these materials are not definitive. These rubrics can work in conjunction with the sample assignments in the Educational Competencies for Medical Assistants (ECMA), even though they will certainly need to be adapted and refined according to the individual needs of the programs. In fact, these sample rubrics are designed to help Program Directors generate their own ideas about designing rubrics for individual assignments. Just as with the ECMA, these rubrics are optional for Program Directors to use, and they are not formally part of the MAERB Core Curriculum. The MAERB would like to provide more rubrics for the use of Program Directors, and we invite Program Directors to share their materials by sending them to the following email address: . The rubrics then will be reviewed by the MAERB Members, and the goal is to update this resource every fall. We also welcome thoughts and questions. Overview—Rubric for Affective Behaviors The following rubric contains a full range of different behavior attributes, and sections of it can be used effectively in different assignments. It is a rubric that is designed for Program Directors to cut and paste for specific competencies. In addition, there is a variety of additions that could be made depending upon the task. Rubric: Affective Behaviors Does not meet expectations Needs Improvement Meets Expectations Sometimes exceeds expectations Consistently exceeds expectations Integrity Does not always demonstrate honesty and trustworthiness and/or provides incomplete documentation. Honest and trustworthy with property and confidential information, but does not always completely and accurately document patient care and learning activities. Consistent honesty, being able to be trusted with property and confidential information, complete and accurate documentation of patient care and learning activities. Consistent honesty, assists other classmates in understanding confidential issues and in developing their documentation skills. Always honest, leads by example and models exemplary behaviors regarding integrity. Consistently turns in paperwork that is complete and accurate.
SmplAffRbrcs.docx