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Point-of-Encounter Assessment: Using Health Belief Model Constructs to Change Grading Behaviors.

Susan F McLean1, Maureen Francis2, Naomi L Lacy2

  • 1Department of Surgery, Texas Tech University Health Sciences Center El Paso, El Paso, TX, USA.

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The point-of-encounter clinical evaluation card (CEC) system improved student feedback frequency and evaluator participation. This system enhanced formative evaluations, meeting study goals for timely and comprehensive student assessments.

Keywords:
clinical assessmentclinical encountercompetencyeducational feedbackformative assessmentsurgical clerkships

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Area of Science:

  • Medical Education
  • Surgical Training
  • Healthcare Quality Improvement

Background:

  • Effective feedback is crucial for medical student development, particularly during clinical rotations.
  • Current feedback methods often lack sufficient detail or timeliness.
  • A structured system is needed to enhance formative feedback for fourth-year medical students.

Purpose of the Study:

  • To evaluate the efficacy of a point-of-encounter clinical evaluation card (CEC) system.
  • To increase evaluator participation in grading and formative feedback.
  • To improve the timeliness and quality of feedback prior to mid-clerkship evaluations.

Main Methods:

  • A 1-year retrospective cohort study was conducted at Texas Tech University Health Sciences Center.
  • The study reviewed clinical evaluation cards (CECs) for fourth-year medical students in Subinternship (Sub-I) and Surgical Intensive Care Unit (SICU) rotations.
  • Evaluator compliance and feedback content were analyzed, supplemented by a Likert-type scale survey for evaluators.

Main Results:

  • Students submitted a mean of 10 CECs, with high compliance rates (75% in SICU, 65% in Sub-I).
  • Significant increases in evaluations by advanced residents (PGY3, PGY5) and faculty were observed.
  • Evaluator surveys indicated high satisfaction, citing clarity and efficiency of the CEC system.

Conclusions:

  • The point-of-encounter CEC system successfully met targets for feedback submission.
  • The system significantly increased the frequency of mid-clerkship formative evaluations.
  • Evaluators found the CEC system clear, efficient, and beneficial for providing timely feedback.