Student Evaluation Practices in Pediatric Clerkships: A Survey of the Medical Schools in the United States and Canada

• Published in: Clinical pediatrics Vol. 43; no. 8; pp. 729 - 735
• Main Authors: Kumar, Ashir, Gera, Renuka, Shah, Gaurang, Godambe, Sonia, Kallen, David J.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.10.2004; Westminster Publications, Inc
• Subjects: Canada; Clinical Clerkship - organization & administration; Curriculum; Curriculum development; Humans; Medical schools; Pediatrics; Pediatrics - education; Performance evaluation; Schools, Medical; Skill development; Students; Surveys and Questionnaires; United States; Canada; United States; United States > US
• ISSN: 0009-9228; 1938-2707
• DOI: 10.1177/000992280404300807

Despite the curriculum changes during the past decade, there is paucity of information regarding the structure and evaluation processes in pediatric clerkships. Information regarding the educational components of the pediatric clerkship and student evaluation practices was obtained from the pediatric clerkship directors via a paper/electronic survey. Completed surveys were received from 97 US and Canadian medical schools and were analyzed. The average length of a clerkship was 7 weeks. Most clerkships required a 4-week ward, a 1-week newborn rotation, and a 2-week ambulatory rotation. Students were evaluated on each component of the clerkship in 93.5% of the programs. All programs evaluated student’s clinical performance and fund of knowledge; 85.6% evaluated student’s written record. Student’s clinical performance was evaluated by direct observation in 57% of the programs. Penalties for failing in clinical performance were harsher. In 56% of programs, a student failing in clinical performance failed the entire clerkship in contrast to 21.8% or 7% of the programs where a student failed the entire clerkship if they failed in the examination for the fund of knowledge or written record evaluation, respectively. The survey demonstrated a fair amount of consistency in clerkships across programs when compared with data obtained in 1981 and 1986. There was a noticeable increase in the well-baby nursery rotation; however, there was a decline in direct observation to assess physical examination or clinical performance.