Appendix III: ORIME Clinical Assessment Explanation Professional Role Level of Student Description of Role O Most 1st Year CHA/PA The learner is not participating in – “Observer” • • Students direct patient care; rather they are observing the preceptor in most aspects of healthcare delivery. 2nd Year CHA/PA Students • in surgical or specialty practice R Some 1st Year CHA/PA The learner can accurately gather – “Reporter” • • Students by the end of their first and clearly communicate facts to year (May) the preceptor. All 2nd Year CHA/PA Mastery of performing a history • • Students and physical exam. Can recognize normal and • abnormal findings. Confidence to label a new • problem Answers the questions as • “what” they relate to patient care. I Advanced 2nd Year CHA/PA The learner begins to prioritize – “Interpreter” • • Students for common problems identified problems. All 3rd Year CHA/PA Development of differential • • Students Early in the 3rd Year diagnosis. – Using clinical findings and • diagnostic studies to help support a diagnosis. Answer the questions as • “why” they related to patient care. M All 3rd Year CHA/PA The learner should be able to – “Manager” • • Students Late in the 3rd Year provide at 3 reasonable – options in their diagnostic and therapeutic plans. Answers the questions for • “how” getting things done. E Highly advanced 3rd Year The learner will define important – “Educator” • • CHA/PA - Students at the end questions to study and differentiate of their training current evidence. Shares leadership within a team. • Learns from one’s own • experience to become an educator. Appendix IV: Professional Development Evaluation Form Professional Development Evaluation Form
Professional Role Level of Student Description of Role O – “Observer” • Most 1st Year CHA/PA Students • 2nd Year CHA/PA Students in surgical or specialty practice • The learner is not participating in direct patient care; rather they are observing the preceptor in most aspects of healthcare delivery. R – “Reporter” • Some 1st Year CHA/PA Students by the end of their first year (May) • All 2nd Year CHA/PA Students • The learner can accurately gather and clearly communicate facts to the preceptor. • Mastery of performing a history and physical exam. • Can recognize normal and abnormal findings. • Confidence to label a new problem • Answers the “what” questions as they relate to patient care. I – “Interpreter” • Advanced 2nd Year CHA/PA Students for common problems • All 3rd Year CHA/PA Students – Early in the 3rd Year • The learner begins to prioritize identified problems. • Development of differential diagnosis. • Using clinical findings and diagnostic studies to help support a diagnosis. • Answer the “why” questions as they related to patient care. M – “Manager” • All 3rd Year CHA/PA Students – Late in the 3rd Year • The learner should be able to provide at 3 reasonable options in their diagnostic and therapeutic plans. • Answers the “how” questions for getting things done. E – “Educator” • Highly advanced 3rd Year CHA/PA - Students at the end of their training • The learner will define important questions to study and differentiate current evidence. • Shares leadership within a team. • Learns from one’s own experience to become an educator. Appendix III: ORIME Clinical Assessment Explanation Appendix IV: Professional Development Evaluation Form Professional Development Evaluation Form
CHAPA%20Student%20Academic%20Policies%20and%20Procedures%20AY2017-18.docx