Guidelines for Writing Department of Medicine Summary Letters

Lang, Valerie J.; Aboff, Brian M.; Bordley, Donald R.; Call, Stephanie; DeZee, Kent J.; Fazio, Sara B.; Fitz, Matthew; Hemmer, Paul A.; Logio, Lia S.; Wayne, Diane B.

doi:10.1016/j.amjmed.2013.01.018

Cited by 11 publications

(7 citation statements)

References 23 publications

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“…25 Because a pass/fail system seems unlikely to gain much traction at the present time, a system of performance evaluation that uses a carefully defined common language would be a step in the right direction. 26 Hanson et al argued that the use of entrustable professional activities to evaluate clinical performance would allow for narrative descriptions that ultimately could build a "shared understanding of competence." 21(p1) There is a national move toward the use of milestones and competency-based assessment in undergraduate medical education.…”

Section: Pass/fail a 3-tier B 4-tier C 5-tier D 6c Tiers E 3-tiermentioning

confidence: 99%

Grading Practices and Distributions Across Internal Medicine Clerkships

Fazio

Torre

DeFer

2016

Teaching and Learning in Medicine

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Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

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Section: Pass/fail a 3-tier B 4-tier C 5-tier D 6c Tiers E 3-tiermentioning

confidence: 99%

Grading Practices and Distributions Across Internal Medicine Clerkships

Fazio

Torre

DeFer

2016

Teaching and Learning in Medicine

Self Cite

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“…The student has waived their right to review this letter under the Family Educational Rights and Privacy Act (FERPA). The letter was written in accordance with the 2013 APDIM-CDIM Guidelines for Department of Medicine Summary Letters, 1 composed by the student's primary advisor. The content of the letter is derived from clinical evaluations and comments from faculty and residents from the student's Internal Medicine rotations (including the Internal Medicine Core Clerkship and MS4 Internal Medicine Sub-Internship or sub-specialty electives if available), their performance on the NBME Medicine Subject Examination, and personal interactions with and assessment of this student.…”

Section: Appendix a Department Of Medicine Summary Letter Of Evaluatmentioning

confidence: 99%

AAIM Recommendations for the 2020-2021 Internal Medicine Residency Application Cycle in Response to the COVID-19 Pandemic

Chretien

Raj

Abraham

et al. 2020

The American Journal of Medicine

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AAIM is the largest academically focused specialty organization representing departments of internal medicine at medical schools and teaching hospitals in the United States and Canada. As a consortium of five organizations, AAIM represents department chairs and chiefs; clerkship, residency, and fellowship program directors; division chiefs; and academic and business administrators as well as other faculty and staff in departments of internal medicine and their divisions.

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“…Likewise, the content of each school's subinternship curriculum and each student's attainment of competency in each curricular element should be communicated to program directors, perhaps as part of the department chair's letter. 26 This would allow program directors to anticipate experiential gaps and develop appropriate orientation activities for new interns accordingly.…”

Section: Challenges and Future Directionsmentioning

confidence: 99%