CSEF 2026-2027

Select ONE descriptor that most accurately reflects the student’s performance based on the behaviors they were most consistently demonstrating at the end of the clerkship.

In this evaluation the following terms are defined as: CONSISTENTLY (Student exhibits this behavior ~ 80% of the time), SOMETIMES (Student exhibits this behavior ~50% of the time), RARELY (Student exhibit this behavior ~ 20% of the time)

A student meeting the expected 3rd year behaviors in this domain: -Delivers presentations that are accurate, clear, well organized, focused, and concise for most patients -Accurately reports patient data (history, exam, tests) -Effectively engages audience in delivery of presentation (e.g., making frequent eye contact, not reading directly from notes, etc.) -Presents pertinent positive and negative findings in a manner that enables listener to recognize/prioritize the differential diagnosis and rule in/out diseases) -Presents clinical reasoning, including a synthesis statement (i.e., "one-liner") with a leading diagnosis, a prioritized differential diagnosis with justification, and a management plan for common condition

A student meeting the expected 3rd year behaviors in this domain: -Writes notes that are complete, accurate, and well-organized -Documents diagnostic reasoning, including a synthesis statement (i.e., "one-liner") with a leading diagnosis and a prioritized differential diagnosis, justifying it with epidemiology (e.g., prevalence) and positive and negative findings -Creates a problem list that is appropriately prioritized and complete for major biopsychosocial problems -Provides an appropriate rationale for the management plan for common conditions Includes healthcare maintenance and a follow up plan for each patient

A student meeting the expected 3rd year behaviors in this domain: -Identifies and attempts to prioritize patients' major biopsychosocial problems and concerns, in the synthesis statement (i.e., "one-liner") -Prioritizes differential diagnosis accurately for majority of common clinical problems specific to the patient including "can't miss" diagnoses -Justifies differential diagnosis logically for common clinical problems by using relevant epidemiology (e.g., prevalence), pathophysiology, and pertinent positive and negative clinical findings -Occasionally makes the correct diagnosis for typical presentations of common diseases -Consistently assesses chronic illness severity or status (i.e. controlled vs uncontrolled)

A student meeting the expected 3rd year behaviors in this domain: -Provides appropriate management suggestions for most common conditions -Attempts to provide appropriate management suggestions for less common conditions -Provides an appropriate rationale for the management of common conditions based on the severity, control and chronicity of the illness -Accurately assesses health maintenance needs with each visit -Suggests structural and social determinants of health in management planning

A student meeting the expected 3rd year behaviors in this domain: -Shows respect towards peers, supervisors and clinical staff through appropriate verbal and nonverbal communication -Integrates effectively into team activities by recognizing distinct roles, responsibilities, and contributions of interprofessional team members' and demonstrates understanding and limitations of their role and where they can proactively participate in meeting needs of team -Communicates with the interprofessional team, keeping members informed and up-to-date while maintaining clear and effective communication channels. -Demonstrates trustworthiness and reliability including consistent punctuality, preparation, and commitment to assigned tasks, while maintaining confidentiality and ethical standards -Identifies opportunities for growth in one's performance through self-reflection, being receptive to feedback and actively using it to improve behavior and performance

A student meeting the expected 3rd year behaviors in this domain: -Provides accurate information to the patient -Emphasizes key points of diagnosis and/or plan -Encourages patient questions/perspectives/concerns -Uses appropriate language based on patient's health literacy -Avoids medical jargon for most patients -Engages appropriately with interpreters when interpreters are needed -Ensures that patient/family understands explanations/counseling using verbal and non-verbal techniques (reflective statements, summary statements, open body language, nodding, eye contact, etc.) -Demonstrates humanism, empathy, compassion and cultural humility by acknowledging patients' emotional needs and responding with appropriate validation and support

A student meeting the expected 3rd year behaviors in this domain: -Introduces self to patient and attempts to develops rapport -Takes a chronologic history of present illness without interruption -Attempts to use the differential diagnosis to gather data -Follows an organized interview framework -Uses summarization of history back to patient or checks for accuracy -Actively listens using verbal and non-verbal techniques (reflective statements, summary statements, open body language, nodding, eye contact, etc.) -Completes within appropriate time frame

A student meeting the expected 3rd year behaviors in this domain: -Uses correct technique for routine physical exam in an organized fashion -Uses the differential diagnosis to guide exam -Performs examination in a patient- sensitive manner -Identifies and interprets common and obvious pertinent findings