TEACHING TOOLS

. . .
G - Goal
O - Objectives

F - Framework
E - Evaluation
R - Revision

THE RIME MODEL OF FEEDBACK

[Based on Pangaro, L.N. (1999). A New Vocabulary and Other Innovations for Improving the Descriptive Evaluation of Students, Academic Medicine 74: 1203-1207]

SKILLS

WHEN PROFICIENCY EXPECTED

REPORTER - Collects and Reports Data

  • Accurately conducts patient history
  • Third year UME*
  • Performs basic physical examination
  • Third year UME
  • Recognizes normal and abnormal
  • Third year UME
  • Clearly organizes and communicates data orally and in writing
  • Third to fourth year UME
  • Demonstrates reliability, responsibility, and respect for patient's values
  • Third year UME

INTERPRETER - Explains and Prioritizes Data

  • Priorizes patient problems
  • Third year UME
  • Interprets abnormal findings and test
  • Intern
  • Creates, ranks, and justifies differential diagnoses
  • Fourth year UME

MANAGER - Selects Disgnostic and Treatment Options

  • Chooses and justifies appropriate diagnostic tests and treatment plans
  • Intern to residency
  • Customizes plans based on patient's needs and values
  • Intern
  • Modifies plans based on results and response to treatment
  • Residency

EDUCATOR - Identifies and Addresses Knowledge Gaps

  • Identifies knowledge gaps and addresses them
  • Third year UME
  • Practices evidence-based medicine
  • Residency
  • Evaluates the quality of evidence found
  • Residency
  • Accepts responosibility for educating the term
  • Residency

*UME = Undergraduate Medical Eduation


Teacher & Educational Development,
University of New Mexico School of Medicine, 2002