Ineffective communicating or establishing rapport with patients and family. Doesn’t always care about patients as people. Looks only at the disease.

Relates well to patients and families. Usually communicates effectively with them. Includes broader context of patient’s life when prompted. Engenders confidence.

Establishes rapport with all but the most difficult patients or families. Usually sees patients in context of their background and life. Patients and family respond positively. Communicates well.

Clearly interested in the patient as a person recognizing their concerns and needs in context of their lives. Establishes rapport with even the most difficult patients or families. Communicates skillfully with them.

At times disrespectful, insensitive inappropriate. Disinterested in patients. Doesn't covey a sense of compassion or selflessness. Resists feedback.

Respectful & honest. Generally concerned about patients. Compassionate in some situations. Readily acknowledges mistakes.

Consistently demonstrates respect, honesty & compassion for patients, peers and other staff. Accepts feedback readily. Dedicated to patient care.

Overtly demonstrates honesty, integrity, selflessness, compassion and respect for patients, peers & other staff. Goes above and beyond in caring for patients. Actively seeks feedback. A true role model.

Lacks basic knowledge to build upon. Only superficial level of understanding. Insufficient time spent reading.

Adequate knowledge. Knows enough to handle common situations. Reads in-depth only when prompted.

Frequently demonstrates in-depth knowledge and understanding. Asks insightful questions. Reads more than required material.

Extensive in-depth knowledge and understanding. Actively contributes to discussion and decision making.

History or exam incomplete or inaccurate. Misses key information or chronology unclear. Problems not fully delved into. Cannot perform basic exam skills.

Usually identifies the key points but misses subtleties. Chief complaint elaborated but chronology may be unclear. Awkward with exam, but gets information.

Almost always identifies and characterizes the needed information with accurate chronology. Very rarely misses or misinterprets findings. Good exam skills.

Always performs a complete, accurate and efficient assessment. Elaborates subtleties. Links exam with issues raised in history. Exam skills above grade level. Obtains pertinent information from record.

Presentations and notes often incomplete, disorganized, inaccurate or lacking in detail. Illegible. Inadequate skill with hospital computers.

Presentations and notes usually contain the key information. Occasionally not well organized or focused. Misses the big picture. Handwriting can be deciphered. Adequate skill with hospital computer.

Presentations and notes are organized, accurate and concise. Occasionally misses minor points. Focused and correctly formatted. Handwriting easily readable.

Model presentation and notes. Always complete, accurate, concise, and well organized. Shows a logical, well thought out approach. Exceptionally adept with hospital computer.

Ignores issues of cost and practicality of diagnostic and treatment plan. Fails to engage patient and family in care plan. Unable to assess severity of illness. Belittles the use of other treatment options.

Considers issues of practicality and efficiency when prompted. Engages patient and family when prompted. Can follow orders in an emergency. Unaware of other treatment options.

Usually considers practicality and cost in planning. Easily answers patient and family questions about care. Recognizes emergency and own limitations in response. Considers other treatment options.

Consistently considers practicality, efficiency and cost in planning. Volunteers appropriate information to patient and family. Can recognize and initiate treatment in an emergency. Recommends and fully explains other treatment options.

Considers only present complaint/disease. Treats patient as an isolated individual. Makes decisions based on weak evidence. Little knowledge of managed care issues. Ignores practice protocols.

Considers health maintenance & disease prevention when prompted. Responds to financial and managed care issues only in extreme circumstances. Aware of but does not apply principles of evidenced-based medicine. Sometimes follows protocols.

Usually considers health maintenance & disease prevention in plan. Understands and considers financial and managed care issues. Comfortably applies principles of evidenced-based medicine. Follows protocols but may question their appropriateness.

Health maintenance and disease prevention a priority. A patient advocate regarding financial and managed care issues. Regularly thinks in terms of evidenced-based medicine for most decisions. Can adapt protocols to the individual situation.

Failed to complete all required procedures and skills. Poor manual technique. Unacceptable improvement with instruction.

Completed all required procedures and skills. Acceptable skill development but requires high levels of instruction and supervision.

Completed all required procedures and skills. Appropriate basic skills for grade level. Can learn new skills easily with instruction.

Completed all required procedures and skills. Basic skills above grade level. Acquires new skills with minimal help.

Does not show initiative or consistent interest toward acquiring new knowledge. Only wants to know if it will be on the test. Can’t convey simple information to peers.

Will consult literature if prompted but has difficulty analyzing it. Has an idea of the big picture, but sometimes can’t integrate details.

Intellectually curious. Will search literature on key topics and understands implications of studies. Can effectively summarize information for others but not in depth.

Always seeking more information and asking insightful questions. Analyzes medical literature and incorporates it into the plan. Excellent communicator of complicated information to others.

Consistently passive in patient management. Fails to follow clinical course. Unreliable to complete tasks. Frequently absent or unprepared. Disrespectful to non-MD health care professionals and providers.

Fulfills routine responsibilities adequately but no more than necessary. Keeps up with patient information and clerical duties. Unaware of the roles of non-MD health care professionals and providers in patient care.

Consistently organized, efficient and knowledgeable. Handles day to day responsibilities competently. At times shows initiative regarding patient management issues. Consults non-MD professionals & providers effectively.

A truly valuable member of the team. Handles complex tasks well. Consistently seeks responsibilities and does whatever it takes to fulfill them. Self-sacrificing in helping others. Actively engages non-MD health care professionals & providers.

Differential and plans incomplete, illogical. Frequently can’t connect knowledge with the clinical situation. Disorganized, inaccurate answers to questions.

Usually offers a reasonable interpretation of the case although sometimes may be incomplete understanding. Almost always is able to provide a reasonable answer to questions, but is not able to figure it out if the answer is not immediate.

Consistently offers reasonable interpretation of the data/case. Differential and plans are logical and accurate. Frequently able to answer with in-depth knowledge and understanding. Will try to reason out the answer if doesn’t know.

Consistently superior interpretation of information. Thorough differential and approach to evaluation. Integrates basic knowledge into the clinical situation. Accurately interprets and weighs conflicting information. Clearly can reason out the answer if doesn’t know.