Table 3 Rating rubrics
Rubrics | Definition | Scoring |
|---|---|---|
Communication skills | This candidate exhibits cooperative behaviour within the session: | 5 - All A to E are seen fully. |
A. Listening carefully and actively, not interrupting the examiner, and clarifying the meaning of questions asked if necessary | 4 - All A to C and either D or E are seen. | |
B. Clear messages with confidence, not talking too much or too little | 3 - All A to C are seen, but neither D nor E is seen. | |
C. Constructive, open-minded, and optimistic attitudes | ||
D. Using calm and steady voice tone and not talking too fast | 2 - Two amongst A, B, and C are seen. | |
E. Using non-verbal communications: eye contact; gestures; and a relaxed open stance | 1 - One amongst A, B, and C is seen. | |
Red Flag - None of A, B, or C is seen. | ||
Strengths and Certainty of Answers | The behaviour s/he presents is true, and can be visualized clearly as if you see a movie: | 5 - All A to C are seen fully. |
A. Answering every single structured probing question appropriately. | 4 - Two amongst A to C are seen fully. | |
B. Providing you with concrete and specific description of his/her own behaviour | 3 - Only one amongst A to C is seen fully. | |
C. Realistic and flexible decision-making | ||
Faking, or deceptive Impression Management (IM*) should be assessed as “Red Flags”: extensive image creation; image protection; and deceptive ingratiation | 2 - Two or three amongst A to C are seen weakly. | |
1 - Only one amongst A to C is seen weakly. | ||
Red Flag - Any of IM types is observed. | ||
Suitability for the programme | Likelihood that this candidate fits the organisational educational ethos: raising the high quality generalist within the specialty. S/he is trainable to pay full attention to biomedical, psychosocial, behavioural, and populational aspects of the patient, being interested in any organ systems or any clinical problems. | 5 - S/he can work with us even now, being a self- directed learner with light supervision. |
4 - S/he will be competent early during the training. | ||
3 - S/he is tolerably trainable with full supervision. | ||
2 - S/he needs strenuous effort to be competent. | ||
1 - You feel great difficulty to train him/her. |