8/8/2019 MCR form

http://slidepdf.com/reader/full/mcr-form 1/2

 

Student’s Name: Student’s Number: _______________________ 

Rater’s Name: Position:

Site  Alfred  Angliss Bairnsdale Bendigo  Box Hill  Casey

Caulfield  Dandenong  Epworth  Frankston  Johor Bahru  Kingston  Maroondah Mildura  MMC  Peter James  Sale  Sandringham  Traralgon  Wantirna  Warragul Wonthaggi Other (please state)

Rotation:___________________________Module title:_________________________________ 

Patient details: Sex M/F __________________________ Age __________________ 

1. Each MCR should be of 15 – 20 minutes of

Instructions:

observed

2. Students are to be rated on

patient interaction.

at least two of the four items

3. MCR’s should ideally be completed by assessors who have completed an MCR ASSESSMENT WORKSHOP.

.

4. In the event that formal MCR training has not taken place, doctors who have completed specialist training or

registrars are eligible to conduct the MCR.

5. The assessor (NOT THE STUDENT) must select the patient to be assessed.

6. Students must be marked according to the stated criteria

7. MCR forms can be downloaded from BLACKBOARD.

not by comparing to other year 5 students.

8. It is the responsibility of each student to bring the MCR rating form on the day of the assessment.

9. Each completed MCR form must be retained by the student in their own records.

10. Clear instructions about the nature of each MCR are provided in the Rotation Guides.

11. Student’s strengths and areas for improvement MUST be completed for each MCR.

MCR Items  Unsatisfactory  Borderline  Satisfactory  Excellent  NA

Year 5 Mini Case Record (MCR)Based on the American Board of Internal Medicine’s MiniCEX Framework

Student to retain the completed MCR form in their own records

THIS FORM SHOULD BE COMPLETED IN BLACK INK 

8/8/2019 MCR form

http://slidepdf.com/reader/full/mcr-form 2/2

y y NA

 Guide to MCR Ratings

(To view the full criteria, please visit the Year 5 Website at  http://www.med.monash.edu.au/medical/year-five/  Click on MED5091/2 then Assessment (MCR)

MCR item 1 – 2Unsatisfactory 

3 – 4Borderline 

5Pass 

6Satisfactory 

7 – 8Excellent 

1. PatientAssessment(history andexamination)

Very inadequate,falls short of therequired standard

Performs an assessment that hasfrequent incomplete andinaccurate elements; Assessmentis conducted in an unstructuredmanner. Student is unsure and/oruncoordinated in examinationtechniques and demonstrates alack of sensitivity to patient’scomfort and dignity.

Mostly demonstrates acoherent, accurate andstructured approach toassessment in which most ofthe important elements arecovered; Examinationtechniques are reasonablycoordinated; Is aware of theneed to demonstrate sensitivityto patient’s comfort and dignity

Exceeds therequiredstandard butthere isroom forimprovement

A coherent, comprehensive,accurate and structured approach toassessment; Examinationtechniques are well coordinated.Assessment is appropriate to theclinical problem, facilitates patient’stelling of the story, effectively usesappropriate questions, and issensitive to patient’s comfort anddignity.

2. ClinicalReasoning

Very inadequate,

falls short of therequired standard

Formulates some simplediagnostic hypotheses butneglects important data; Unable

to accurately estimate severity ofillness; Superficial discussion ofrelevant investigative tests;Management plans are poorlydeveloped.

Formulates a li st of commonsimple diagnostic hypotheses.Synthesises important data and

can estimate severity of illness.Can determine and justifyappropriate investigative tests.Able to develop a suitablemanagement plans.

Exceeds therequired

standard butthere isroom forimprovement

Formulates a complete list ofall/almost all diagnostic hypotheses;Identifies all of important patientproblems and estimates severity of

illness; Able to discuss and justifyinvestigative tests cognisant ofdifferential diagnosis and individualpatient factors; Able to develop wellformulated management plans andconsider risks: benefits.

3. MedicalInterview –Informationgiving

Very inadequate,falls short of therequired standard

Provides some inaccurateinformation that is not alwayspresented in a logical order;Information of the managementplan is mostly unclear and noteasily understood by the patient;Does not always check the

patient’s understanding of theinformation.

Gives mostly accurateinformation in a logical order;Instructs the patient on the mainaspects of the managementplan and presents informationthat enables patientunderstanding; Emphasisesimportant points and attemptsto check patientsunderstanding.

Exceeds therequiredstandard butthere isroom forimprovement

Gives accurate information in alogical order; Explores patientsperspective; Clearly instructs thepatient about the managementplan/therapy; Uses jargon free,open, honest and explicit languageand terms that are easilyunderstood; Checks the patient’sunderstanding of the information andif the patient has any questions orconcerns; Uses active listeningduring the patient encounter.

4. Professional/ EthicalBehaviour

Very inadequate,falls short of therequired standard

Occasionally lacks discretion andneglects patients needs ofconfidentiality, comfort andrespect; At times behavesunprofessionally in front of or inthe hearing of patients and/orrelatives; Allows own views toimpact on the consultation; Notable to fully grasp the ethicalissues quickly.

Demonstrates discretion andpays attention to patient’sneeds of confidentiality,comfort, and respect;Demonstrates a safe grasp ofethical issues, Student is non- judgemental and has someinsight into own clinical ability.

Exceeds therequiredstandard butthere isroom forimprovement

Student shows respect, compassion,empathy and is always discrete; Isfully aware of patients needs forconfidentiality, comfort and respect.Behaves in an ethical manner andhas a well developed understandingof ethical issues; Student is non- judgemental, is aware of limitationsand uses a professional approach atall times.