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iRubric: Patient Management rubric

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Patient Management Patient Management Exam 1 - assesses the ability of the student to utilize critical and clinical thinkings skillsets to adequately define and describe the appropriate history questions, examination procedures, and differential diagnoses. Rubric Code: DX29682 By yhc263 Draft Public Rubric Subject: Health Type: Exam Grade Levels: Graduate

Clinical Scenario Patient scenario was provided to student for analysis.
	Poor 1 pts	Fair 3 pts	Good 5 pts
Case History Given the scenario, provide three additional questions, the predicted response, and the relative value of that question.	Poor The questions given did not contribute well to the overall perspective of the case. They did not align with the examination and differential diagnoses.	Fair The questions were of good quality and helped to define some of the examination procedures and differential diagnosis.	Good The questions were of high quality and value and contributed significantly to the examination procedures and differential diagnoses.
Examination Identify three examination procedures, give the results, and the relative value for each procedure	Poor Three to five procedures were identified with the results poorly defined and their contribution to the differential diagnosis unclear.	Fair Three to five procedures were identified that did contribute to the differential diagnosis but not in a clear and decisive manner.	Good The procedures were very clearly defined as were their results and contribution to the value of the case with respect to determining the differential diagnoses and working diagnosis.
Differential Diagnoses Give three differential diagnoses for the scenario with a supporting statement for each. Then demarcate which of the three you would use for a working diagnosis with a statement addressing "why" you chose it.	Poor Three diagnoses were given but the supporting statements and working diagnosis were lacking.	Fair Three differential diagnoses were identified with a supporting statement that is very general and not necessarily contributing to the working diagnosis.	Good Three differential diagnoses were clearly identified with supporting statements and a rationale for why the working diagnosis was chosen.