VCOM Institutional Policy and Procedure Manual

VCOM Policy and Procedure

Policy #S011

2) Medical students are strictly prohibited from writing orders regarding end-of-life, such as DNR.

n. May not accept payment or remuneration for services. o. Request regular feedback, both positive and constructive, from clinical faculty. p. Inform the Director of Student Medical Education and Site Coordinator of any clinical, administrative, professional, or educational concerns. q. Participate in the utilization of Osteopathic Manipulative Medicine (OMM) when appropriate. Students are allowed to perform High Velocity Low Amplitude (HVLA) OMM only under the supervision of an licensed physician who possesses the appropriate scope of training in OMM. 3. EXPECTATIONS FOR STUDENT PERFORMANCE IN PATIENT CARE VCOM has adopted the RIME framework (Pangaro, 1999) to describe the expectations of medical students in the context of their level of training in patient care activities. Students can use it to monitor their own progress and faculty can use it to monitor student progress and to provide appropriate feedback. The RIME framework is based on the understanding that students’ progress through a sequence of developmental stages: Reporter > Interpreter > Manager > Educator information on each of their patients. Reporters can communicate clearly (both verbally and in writing) the clinical information they have obtained. Reporters are able to distinguish important information from unimportant information and are able to focus data collection and presentation on central issues. • Emphasis: The S/O (Subjective/Objective) part of SOAP. • Learner: Pre-clinical learners – It is expected that all students will function as master Reporters and be transiting into beginning Interpreters by the end of the OMS 2 year. Students are expected to move through the Reporter stage during pre-clinical training. • Level of Supervision: Direct Supervision I : Interpreter • Focus at this state: Interpreters are capable of identifying problems independently and prioritizing them, including addressing new problems, as they arise. Interpreters are able to develop a differential diagnosis independently and to make a case for and against each of the important diagnoses under consideration for a patient’s central problem(s). Helping students make the transition from Reporter to Interpreter is one of the focal efforts of the clerkship. • Emphasis: The A (Assessment) part of SOAP. R : Reporter • Focus at this stage: Reporters can accurately and reliably gather clinical

VCOM Medical Student Patient Care Supervision and Expectations for Performance in Patient Care Policy

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