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Clinical Grading in Psychiatric Clerkships

Received October 27, 2004; revised February 8, 2005; accepted March 29, 2005. Drs. Briscoe and Fore-Arcand are affiliated with Eastern Virginia Medical School, Department of Psychiatry, Norfolk, Virginia. Dr. Carlson is affiliated with the University of North Dakota, Department of Neuroscience, Fargo, North Dakota. Dr. Levine is affiliated with the University of Texas Medical Branch, Department of Psychiatry and Behavioral Sciences, Galveston, Texas. Dr. Cohen is affiliated with Jefferson Medical College, Department of Psychiatry, Philadelphia, Pennsylvania. Address correspondence to Dr. Briscoe; briscogw{at}evms.edu (E-mail). Copyright © 2006 Academic Psychiatry.

OBJECTIVE: The clinical grade assessment is the most frequently used and heavily weighted component in the overall assessment of U.S. psychiatry clerkship students, yet the topic is understudied. The authors aimed to learn more about the nature, perceived virtues, and deficiencies of the clinical grade evaluation. METHODS: A 26-item questionnaire regarding the psychiatry clerkship clinical grading form was distributed to the clerkship directors of 129 medical schools in the U.S. and U.S. territories. The design of the document, its strengths, its weaknesses, grading outcomes, and utilization were assessed. RESULTS: Trends regarding clinical grading in psychiatry clerkships were detected. The clerkship grade form similarities, differences, desirable features, and utilization were ascertained, as were areas for improvement. CONCLUSIONS: The search for an optimal clinical grading process for the thousands of third-year medical students rotating annually is formidable. However, collaboration among psychiatry clerkship directors on development and improvement of clinical evaluation forms can clarify learning objectives and lead to better clinical evaluation tools.

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