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iRubric: Clinic Practical Exam - Upper Extremity rubric

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Clinic Practical Exam - Upper Extremity Clinic Practical Exam - Upper Extremity Rubric Code: NXXB9X7 By sabdulrahim Ready to use Public Rubric Subject: Medical Type: Exam Grade Levels: (none)

Clinic Practical Exam Upper Extremity
	Is struggling to meet Colleges minimum expectations of a student at this level 1 pts	Is approaching Colleges minimum expectations of a student at this level 2 pts	Meets the Colleges minimum expectations of a student at this level 3 pts	Exceeds Colleges minimum expectations of a student at this level 4 pts	Points Comments if needed (N/A)
Pathological/Integrity Tests Skills and Knowledge
Pathological/Integrity Tests Structures Assessed/ Application/Confidence	1 -Difficulty with determining appropriate tests to incorporate for clients indicators. -Unable to explain what structures are being tested in the majority of test performed. -Does not understand the relevance of a positive test finding.	2 -Struggles with the tests performed. -Lacks confidence and control of limbs being tested. -Unable to explain what structures were being tested in a some of the test performed. -Performed several tests unnecessarily	3 -The majority of the tests done were performed properly. -Some difficulty with the name of specific tests. -Minor control issues with the limbs being tested. -Is able to explain what structures were being tested. -No indication so didn't perform	4 -Pathological and/or integrity tests that were performed were done correctly. -Demonstrates confidence and control of the limb. -Is able to explain what structures were being tested. -Understands the relevance of a positive test finding. -Able to choose appropriate tests for client indicators.	Points _________
General Assessment Skills and Knowledge
General Assessment Visual Assessment/Palpation	1 -Difficulty noting visual asymmetry. -Lacks confidence in own judgment. Cannot proceed without direction from examiner	2 -Starting to note visual asymmetry. -Struggles to connect visual asymmetry and where it would lead. -Palpation not utilized.	3 -Is able to note visual asymmetry. -Understands meaning of asymmetry. -Can use this component to help direct them to areas needing further assessment.	4 -Uses this component fully. -Incorporates palpation. -Note visual asymmetry readily. -Demonstrates ability to utilize this component to direct them to areas requiring further assessment and the relevance of doing so.	Points _________
General Assessment Active Range of Motion Testing	1 -Struggles to incorporate knowledge into clinical application. -Some assimilation of knowledge is evident, but has difficulty making connections of detail in assessment findings. -Struggles with structures being tested.	2 -Lacks confidence and uncomfortable with general assessment protocol. -Not beneficial in helping direct the student to areas or motions of dysfunction. -Time was a factor.	3 -Confident and comfortable with concept of general assessment. -Uses this component to help direct them to areas of dysfunction. -Can explain structures tested though not with full comprehension. -No reason to perform,proceeded to passive testing	4 -Confident and comfortable with concept of general assessment. -Demonstrates understanding of concept. -Utilizes component to help direct them to areas or specific motions of dysfunction. -Utilizes time to get most benefit from general assessment protocol.	Points _________
Specific Assessment Skills and Knowledge
Specific Assessment Passive Testing	1 -Struggles with the concept of passive testing. -Some assimilation of knowledge is evident, but has difficulty knowing when and where passive testing fits into clinical application. -Struggles with structures being tested.	2 -Struggles with specific assessment protocols based on indicators gained from consultation and general assessment. -Majority of assessments were properly performed. -Unable to determine the conclusions based on their findings. -Lacks understanding of end-feel and relevance in passive testing.	3 -Chose accurate specific assessment protocols based on indicators gained from consultation and general assessment. -Assessments were properly performed. -Is able to arrive at sensible conclusions based on their findings. -Basic understanding of end-feel and relevance in passive testing.	4 -Accurate specific assessments were chosen based on indicators gained from consultation and general assessment. -All assessments were properly performed. -Is able to arrive at accurate conclusions based on their findings. -Excellent understanding of end-feel and it's relevance in passive testing.	Points _________
Verifications Skills and Knowledge
Verifications Palpation	1 -No verification performed.	2 -Performs some component of verification -Has minimal understanding of importance of verifying findings.	3 -Performs verification, either palpation and/or resisted testing -Understands concept of verifying findings.	4 -Resisted testing and palpation performed. -Understands and has ability to discern contracture from hypertonicity. -Understands concept of verifying findings. -Utilizes component to its fullest.	Points _________
Enter Title Ruling Muscles in/out	1 -Struggling with the ability/knowledge of this concept. -Struggles to incorporate this concept/ability in either the scapula or GH.	2 -Is beginning to demonstrate the ability to incorporate this concept in the Scapula or GH.	3 -Knowledge of concept is evident and demonstrates ability to incorporate concept in both Scapula and GH.	4 -Is able to incorporate this concept in the Scapula and GH very fluently and naturally -Strong anatomy knowledge.	Points
Verifications Associated Conditions/Cross Referencing Motions	1 -Uncomfortable with the concept. -Unable to connect dysfunctions between associated areas. -Weakness in Anatomy appears to play major role.	2 -Unable to connect dysfunctions between scapula and G.H -Struggles with the concept of associated conditions. -Anatomy knowledge appears to be a component of the reason.	3 -Knowledge of concept is evident and demonstrates ability to incorporate critical thinking to connect Scapula and GH areas dysfunctionally. -Demonstrates anatomy knowledge connection to concept.	4 -Is able to connect dysfunctions between different areas consistently. -Strong anatomy knowledge base in determining connection of dysfunctions. -Demonstrates sound knowledge in this area that is above expectations.	Points _________
Extrinsic Techniques Theory/Application
Theory Mechanical/Neurohysiological	1 -Student does not understand mechanical or neurophysiology of muscle energy technique(s) -Struggling with appropriate choice of technique relating to clients condition	2 -Student is beginning to be able to explain some components of mechanical and/or neurophysiology of extrinsic techniques -Minor struggles with appropriate choice of technique relating to clients condition	3 -Student is able to explain beyond a basic level, both mechanical and neurophysiological effects of extrinsic technique(s) -Understands appropriate techniques to most benefit clients dysfunction	4 -Student basis their choice of technique on understanding of mechanical and neurophysiology of muscle energy technique(s) -Comprehensive understanding of hypertonicity vs contracture -Is able to explain in detail, basis for decision on most suitable technique for clients dysfunction	Points
Application Specific Extrinsic Techniques/Stretch of Tissue	1 -Unable to identify muscles causing the dysfunction -Techniques not applied properly to address the dysfunction -Stretch to tissue not performed -Student is unable to explain choice of techniques	2 -Student is able to identify some muscles causing the dysfunction -Techniques are not applied adequately to address the dysfunction -Stretch to tissue is not considered or applied inappropriately -Student is only minimally able to explain choice of techniques	3 -Able to identify muscles causing the dysfunction -Techniques are applied adequately to address the dysfunction -Positioning of client and stretch to tissue were appropriate	4 -Choice of techniques are well thought out to achieve best results -Stretch to tissue is specifically focused to dysfunction and increased accordingly -Consideration of client positioning thought out well -Techniques are fluent and effectively applied	Points
Application Prep of tissue/Flushing	1 -Warm up of musculature was inadequate to prepare the tissue for specific treatment. -Flushing of the area post specific technique was minimal.	2 -Warm up of musculature or flushing of the area post specific technique was non specific/inadequate or insufficient in application.	3 -Warm up of musculature is applied adequately to allow for the application of the appropriate specific techniques. -Flushing of the area post specific technique was adequate done.	4 -Preparation of the area was a major consideration for student. -Coverage to area was full and efficient -Flushing of the area post specific technique is very well done. -Flow of both components is excellent.	Points
Muscle Energy Techniques
Theory Theoretical Knowledge	1 -Student seems unclear in their understanding of either the neurophysiological and/or mechanical effects of most technique(s)	2 -Student has minor struggles with understand either the neurophysiological and/or mechanical effects of some technique(s)	3 -Student has good understanding of the neurophysiological and mechanical effects of most MET technique(s)	4 -Student is able to put into their own words and explain in great detail the neurophysiological as well as mechanical effects of all MET techniques including reverse muscle action and reciprocal inhibition	Points
Application Application Skills	1 -Improper choice of technique for dysfunction -Student is unclear with the majority of the conceptual components of MET's	2 -Proper choice of technique for dysfunction -Students contact was not firm/stable -Proper resistance is not applied -Expectation of client was poorly communicated	3 -Proper choice of technique for dysfunction -Student made appropriate contact for technique -Proper stability and resistance is generally applied -Expectation of client was well communicated	4 -Proper choice of technique for clients dysfunction -Solid/firm contact -Stability/resistance applied and kept throughout -Proximal/distal joints were monitored for stability	Points
Documentation Skills and Knowledge
Documentation Accuracy/ Legal Requirements	1 -Information through out is unclear, inaccurate, or irrelevant to the clients condition. Important details have been omitted. -Signatures and/or areas to be initialed have been overlooked.	2 -Information is occasionally unclear or inaccurate as to the clients condition. -Important details may be omitted. -A signature and/or area to be initialed has been overlooked.	3 -Information is fairly organized, accurate and mostly relevant to the clients condition. -Minor details may be missing. -All legal requirements have been met.	4 -Information is clear, accurate,organized and relevant to the clients condition such as soap notes -All legal requirements have been met.	Points _________
Documentation Treatment Plan	1 -Uncomfortable with the concept of treatment plan development. -Difficulty discerning relevant information needed for this process. -Unclear in their understanding of the purpose of having goals and development of a treatment plan.	2 -Struggling with the concept of treatment plan development. -Difficulty discerning relevant information needed for this process. -Goals and/or treatment plan are lacking in description and detail.	3 -Beginning to demonstrate an ability to formulate a treatment plan -A little unclear of the importance of objective evaluation (measurements) description and overall therapeutic goal.	4 -Clear understanding of treatment plan development. -Incorporates an objective evaluation (measurements) of clients condition which will allow for monitoring clients progress. -Ability to personalize treatment plan by involving client in process. -Includes and addresses therapeutic goal in treatment plan.	Points _________
Professional Presentation
Professional Presentation Appearance/Hygiene Ease of client	1 -Inappropriate appearance/hygiene -Did not greet client and/or use of language appeared to make client uncomfortable	2 -Hands unwashed and/or scrubs unkept -Is not showing signs of being able to put client at ease (greeting/ appropriate use of language.	3 -Washed hands, hair clean and kept -Scrubs neat, clean -Is showing signs of being able to put client at ease (greeting/ appropriate use of language.	4 -Washed hands, hair clean/kept though out -No odor present (perfumes, smoke etc) -Scrubs neat/clean -Made client feel at ease (greeting/ appropriate use of language) during entire treatment	Points _________
Professional Presentation Informed consent	1 -No consent obtained	2 -Some consent obtained -Minimal checking in with client though out process	3 -Some information provided and consent obtained before beginning assessment -Checked in with client through out process	4 -Informed consent throughout, at all appropriate times -Checked in with client as to comfort -Frequent/ongoing at all appropriate stages	Points _________
Total Points Achieved _______ /64

Keywords:

Examiners: If student falls in between 2 catagories of marks, 1/2 mark above the lower of the 2 may be used. Example, between a 2 and a 3, 2 1/2 may be given. Comments may be added if needed.

Subjects:

Medical

Types:

Exam

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