narrow a differential diagnosis, the ability to perform a clinical exam, and the ability to develop a plan
reflecting the most common management options for the scenario. The individual objectives, as described
for each clinical rotation, outline the possibilities within each discipline.
: Student competency based rating forms are used by the preceptor to evaluate
each student’s clinical skills and the application of medical knowledge in the clinical setting. These forms
are only completed by the clinical faculty member or preceptor. Performance on rotations will be
evaluated by the primary precepting faculty member. VCOM uses a competency based evaluation form
which includes the osteopathic core competencies. These competencies evaluated include:
Physical exam skills;
Problem solving and clinical decision making;
Professionalism and ethics;
Osteopathic specific competencies; and
Additional VCOM values.
Student competency is judged on clinical skill performance. Each skill is rated as to how often the student
performs the skill appropriately (i.e. never or infrequently, some of the time but less than half the time,
greater than half the time, or the majority of the time, etc.).
Students who fail one rotation will be required to repeat the rotation and may be referred to the Promotion
Board by the Associate Dean. Students who have a repeat failure or fail more than one rotation will always
come before the Promotion Board. In addition, repeated performance of a specific competency area where
many items performed in a specific category or across categories are rated as never, or seldom, will be a
reason for remediation at the discretion of the Associate Dean for Clinical Affairs in consultation with the
clinical chair, the preceptor, and/or the Promotion Board. Failing of a rotation will result in academic
Students who receive a mere "pass" on a rotation may be counseled about overall performance. Students
who receive several rotations at the overall performance level of "pass" may be required to perform
additional curriculum to improve performance.
Any additional curriculum or required remediation will be based on the performance measure. In general,
rotations should show a progression of improvement in performance. Those students who continually
score in the "unsatisfactory" category or repeated "performs some of the time, but needs improvement"
consistently and do not improve over time may be deemed as
making academic progress and, as a
result, may be required to complete additional curriculum or may be referred to the Promotion Board.
Students who fail more than clinical rotation are referred to the Promotion Board and may result in an
additional required curriculum, a repeat of an academic year, or dismissal from VCOM. A Promotion
Board will be called for this decision process.
During the curriculum delivery and assessment in all four years the staff, patients, and/or standardized
patients with whom the student comes in contact may be asked to evaluate the student's communication and
interpersonal skills. These evaluations are primarily completed in the ambulatory and testing setting and
are a part of the grading process.