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AKMI METROPOLITAN COLLEGE

DEPARTMENT OF OCCUPATIONAL HERAPY


CLINICIANS GRADING PRACTICE EDUCATION REPORT FORM (PERF)1- LEVEL 3
Please tick the appropriate box for each aspect, taking into consideration the level at which each
attribute is expected with respect to the students level of studies.
Name of student ________________________

Placement ____________________________
Duration ____________________________

TABLE I PROFESSIONALISM
Absent

6. Confidentiality

7. Effective communication with the multi-disciplinary team

8. Adequate preparation for and organisation of the sessions

Effective communication with both patients and carers


9. before, during and after the sessions (e.g. in the waiting
room)
Eagerness to ask questions about the organisations of the
10.
clinic and its therapy policies

Demonstration of respect of moral issues, such as the


patients rights

12. Anticipation of appropriate roles without prompting

Marginal

11.

Average

Promptness to communicate with the clinic whenever


necessary
Compliance with the clinics formal requirements (e.g. code
5.
of attire)
4.

Good

3. Punctuality

Very good

2. Ability to cooperate and deal with all requirements

Excellent

1. Interest in all aspects of clinical practice

LEVEL

PROFESSIONALISM

13.

Ability to discuss clinical issues and participation in client


management in near-equal partnership with clinician

14.

Ability to discuss client management issues with other


professionals

ADDITIONAL COMMENTS
______________________________________________________________________________________
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This form is completed by the clinical tutors at the end of each term, in order to provide a type of
assessment for each student.
1

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TABLE II EVALUATION OF THE PATIENTS NEEDS AND ABILITIES

3.

Correct use of the information contained in the patients


history.

4.

Effective choice of the appropriate assessment procedure.

5.

Successful fulfilment of the assessment procedure.

6.

Precise pointing out and analysis of the assessment results.

7.

Sufficient analysis of the speech and language data.

8.

Sufficient interpretation of the assessment procedure results


and the data analysis.

9.

Comprehensive report on data feedback to the clinical


supervisor.

10.

Collection of information from all sources available in order


to achieve the best possible results of the patient.

11.

Use of correct terminology when discussing with the multidisciplinary team.

Absent

Quickness to realise the importance of receiving advice from


the patient as well as from the supervisor.

Marginal

2.

Average

Good

Relevant and objective comment-making, systematically


reported.

Very good

1.

Excellent

LEVEL

EVALUATION OF THE PATIENTS NEEDS AND ABILITIES

2
2
3
3

ADDITIONAL COMMENTS
______________________________________________________________________________________
______________________________________________________________________________________
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TABLE III ABILITY TO SET THEORETICAL GOALS

Absent

Marginal

Average

Good

Very
good

Excellent

LEVEL

ABILITY TO SET THEORETICAL GOALS

2
1. Sets accessible goals for every single case.
Successfully discriminates between short-term and long-term
goals.

Prioritises goals according to the patients needs.


Acts in full awareness of the principles that govern effective
supply of a service, e.g. group/person or direct/indirect
therapy, contacts with the patients.
Ability to define appropriate goals for the next session out of
personal assessment and evaluation after the present
session.

6.

Redefines the initial goals according to the patients needs


and new data.

7.

Gives the reasons for the redefinition of the goals.

2.
3.
4.
5.

3
3

ADDITIONAL COMMENTS
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______________________________________________________________________________________
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TABLE IV ABILITY TO INTEGRATE THEORETICAL KNOWLEDGE TO CLINICAL PRACTICE

3.

Effective bibliographical research and discussion with the


clinician about the therapy outcomes.

4.

Critically evaluate assessment management and intervention


procedures in the light of theoretical knowledge.

5.

Ability to invent methods for the assessment of the


effectiveness and the outcomes of the patients therapy.

6.

Draws on reported efficacy studies in relation to current


client group.

Absent

Consideration of the recommendations for the study of


related bibliography.

Marginal

2.

Average

Good

Awareness of the relevance of theoretical knowledge to


clinical work.

Very
good

1.

Excellent

LEVEL

ABILITY TO INTEGRATE THEORETICAL KNOWLEDGE TO


CLINICAL PRACTICE

ADDITIONAL COMMENTS
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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TABLE V ABILITY TO IDENTIFY AIMS OF THERAPY

Absent

Marginal

Average

Good

Very
good

2. Ability to identify short-term aims / long-term aims.

Excellent

1. Clear aims of therapy.

LEVEL

ABILITY TO IDENTIFY AIMS OF THERAPY

2
2

3.

Ability to contribute to discussion about aim for the next


session.

4.

Ability to discuss and justify management and treatment


approaches.

5.

Appreciation of the value of a team approach when


deciding on aims of management.

6.

Identifies appropriate long-term aims of management on


the basis of own evaluation of client.

ADDITIONAL COMMENTS
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______________________________________________________________________________________
______________________________________________________________________________________

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TABLE VI ABILITY TO PREPARE AND ORGANISE THE THERAPY SESSION

Absent

Marginal

Average

Good

Very
good

Excellent

1. Deep interest in the planning and setting of goals.

LEVEL

ABILITY TO PREPARE AND ORGANISE THE THERAPY


SESSION

2.

Selection of materials which contribute to the achievement


of the goals set and suit the patients abilities and interests.

3.

Correct and systematic presentation of reports on each


session.

4.

Ability to support sufficiently the selection of therapeutic


goals for each session.

5.

Ability to select activities and materials for each session.

6.

Successful application of the theoretical knowledge in the


organisation of the therapeutic session.

ADDITIONAL COMMENTS
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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TABLE VII ABILITY TO ACHIEVE THERAPY GOALS DURING SESSIONS

Absent

Marginal

3.

Clear explanation / presentation of a new activity to the


patient.

6. Ability to decide correctly on the frequency of the sessions.

Average

Encouragement of the patients motivation, participation


and cooperation.

5. Effective response to psychosomatic needs of the patient.

Good

2.

4. Ability to encourage / elicit a positive response.

Very
good
Excellen
t

1. Effective and methodical implementation of the therapy.

LEVEL

ABILITY TO ACHIEVE THERAPY DURING SESSIONS

2
2
2

7.

Smooth transition from one activity to another during the


session.

8.

Ability to begin and end a session using the patients needs


as a yardstick.

9.

Ability to take on various roles in group sessions (e.g. leader,


coordinator, observer).

10.

Ability to respond to the needs of individual patients in


group sessions.

11.

Easy modification of the session according to the patients


disposition and willingness to cooperate.

12.

Ability to act with ever increasing independence from the


clinician during the session.

13.

Demonstrates ability to manage a range of clients including


members of client groups not previously encountered.

ADDITIONAL COMMENTS
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______________________________________________________________________________________
______________________________________________________________________________________

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TABLE VIII ABILITY TO EVALUATE OWN PERFORMANCE AND DEVELOPMENT NEEDS

Absent

Marginal

Average

Good

Very
good
Excellen
t

1. Is responsive to constructive feedback on performance

LEVEL

ABILITY TO ACHIEVE THERAPY DURING SESSIONS

2.

Uses audio/video recording to assist in evaluating own


performance

3.

Shows awareness of the effects of own behaviour on clients


responses

4.

Makes a realistic evaluation of own performance and


identifies own development needs

5.

Identifies how own development needs can be met and


takes responsibility for own learning

ADDITIONAL COMMENTS
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______________________________________________________________________________________
______________________________________________________________________________________

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General comments
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Please use the marking sheet and give the student a final grading, based on your above remarks.
Clinicians grading
_________________________
Clinicians signature

Trainees signature

_________________________

_______________________

Date
__________________________

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CLINICIANS GRADING REPORT FORM Marking sheet and criteria for allocating grades
Information for supervisors: Select the appropriate grading (based on the criteria provided below) and then put a bar at the point that best reflects the
students performance.
Note: when making these judgements it is important to bear in mind the extent to which the placement has given a student the opportunity to
demonstrate the attribute being considered and on what can be expected from the student at that level.
100%

90

0%

80

70

60

50

40

30

20

10

Outstanding +

Excellent (A)

Very Good (B)

Average (C)

Adequate (D)

Fail

All attributes expected at


the students course level
and previous levels are at
least average and almost
all are very good.

All attributes expected at


the students level and
previous levels are at
least average and the
majority are at least very
good.

All attributes
expected at the
students level and
previous levels are
at least average and
some are at least
very good.

All attributes
expected at the
students level and
previous levels are
at least average OR
the majority of
these are at least
average with the
small minority that
are marginal
balanced by some
that are good.

The majority of
attributes expected
at the students
course level and
previous levels are
at least average
with some still
marginal.

This grade should be given where ANY attribute expected at the


students course level and previous levels is absent
OR
Where the majority of attributes expected at the students
course level and previous levels are still marginal

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