1. Students in required courses with longitudinal small group experiences and/or laboratory experiences with same facilitator for five or more sessions must receive narrative assessment, either formative or summative, on areas other than content or skills mastery.  These include the Gross Anatomy lab component of the Clinical Anatomy, Development and Physical Examination course; Interdiciplinary Clinical Cases and Longitudinal Standardized Patient Program of the Introduction to Clinical Medicine course; and Problem Based Learning sessions. Required clinical clerkships also must include narrative assessment.
  2. Narrative assessment must include feedback and observations related to behavior, attitudes, interpersonal skills, interactions with peers and faculty, and/or professionalism.
  3. Narrative feedback must address both the student’s strengths and specific areas for improvement.
  4. Courses that provide narrative feedback must describe the narrative feedback process in their syllabus.
  5. Introduction to Clinical Medicine course, Problem Based Learning sessions, and required clinical clerkships must include both formative and summative narrative assessment. Summative assessment must be factored into student’s final grade. Other courses may include summative or narrative assessment based on the course design and EPC review and direction.
  6. Narrative assessment must be completed on New Innovations and must be reviewed by both the student and the course director.
  7. Summative comments must accompany the final grades to Student Affairs.
  8. Course evaluations must include questions about student satisfaction with narrative feedback. Office of Medical Education will monitor survey answers for student satisfaction with narrative feedback. The Educational Policy Committee will review as part of annual course evaluation.
  9. If a student concern surfaces in the narrative feedback, the course director must discuss the concern with the student and the Associate Dean for Student Affairs.

Applicable LCME Standards and Elements (if any):

(Prior to 2015) LCME Standard ED-32/ Element 9.5. A narrative description of medical student
performance in a medical education program, including non-cognitive achievement, should be included
as a component of the assessment in each required course and clerkship whenever student-teacher
interaction permits this form of assessment.
Annotation: This standard addresses the need for students to receive, in courses and clerkships,
both formative and summative assessments on areas other than content or skills mastery. These
assessments should include feedback and observations related to behavior, attitudes,
interpersonal skills, interactions with peers and faculty, and professionalism, whenever the
extent of teacher-learner interaction provides opportunities for such assessments. The database