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Enhancing Physician Assistant Student Clinical Rotation Evaluations With the RIME Scoring Format: A Retrospective
1David J. Klocko, MPAS, PA-C, is an associate professor and the academic coordinator for the Department of Physician Assistant Studies, School of Health Professions, UT Southwestern Medical Center, Dallas, Texas.
Summary
Physician Assistant National Certifying Exam (PANCE) high-scorers achieved higher Reporter-Interpreter-Manager-Educator (RIME) scores during clinical rotations. This analysis of student evaluations supports a correlation between PANCE performance and clinical rotation assessment.
Area of Science:
- Medical Education
- Physician Assistant Studies
Background:
- The Reporter-Interpreter-Manager-Educator (RIME) framework is utilized for evaluating student performance in clinical settings.
- Assessing the correlation between standardized exam scores and clinical rotation evaluations is crucial for understanding student competency.
Purpose of the Study:
- To retrospectively analyze student clinical rotation evaluations using the RIME scoring format over three years.
- To determine if high scores on the Physician Assistant National Certifying Exam (PANCE) correlate with high RIME scores during clinical rotations.
Main Methods:
- A retrospective analysis of 3-year data from the University of Texas (UT) Southwestern Medical Center's physician assistant (PA) program (classes of 2010-2012).
- Comparison of RIME scores between students in the top and bottom quartiles of PANCE scores (n=54).
Main Results:
- Students in the top quartile of PANCE scores achieved a significantly higher aggregate RIME score (557) compared to the lower quartile (520) (P < .03).
- The 'Manager' classification was the most frequent RIME score among students (52%).
Conclusions:
- Higher PANCE scores are associated with higher RIME scores in clinical rotations for PA students.
- The RIME scoring system may reflect the clinical performance of students relative to their performance on standardized national certification exams.
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