Behaviorally based clinical evaluation.

Abstract

For the past two years this clinical evaluation tool has been revised biannually by the original committee. Feedback has been solicited from the entire faculty and incorporated into the subsequent revisions. In using the tool it is apparent that there are benefits for both students and faculty. Evaluation of the student is simplified because it is based on behaviorally described competencies. Because of this, consistency is further assured regardless of the number of evaluators. The faculty not only have a tool that is short and manageable enough to provide daily feedback but they also have the ease of using pass or fail for most of the evaluations. Students are better able to channel their energies and ultimately their behaviors to focus on necessary competencies to become an effective care giver. Students have the benefit of objective evaluation of their behaviors with an opportunity for daily feedback. The student is aware of expected performance levels prior to evaluation as well as the need for progress in those competencies. While the tool in its present format still has some shortcomings, the entire faculty have had the pleasure of knowing that as a group they have created a workable and discriminating evaluation tool.