Purpose Summative evaluation forms assessing a student’s clinical performance are often completed by a faculty preceptor at the end of a clinical training experience. At our institution, despite the use of an electronic system, timeliness of completion has been suboptimal, potentially limiting our ability to monitor students’ progress. The aim of the present study was to determine whether a student-directed approach to summative evaluation form collection at the end of a pediatrics clerkship would enhance timeliness of completion for third-year medical students. Methods This was a pre- and post-intervention educational quality improvement project focused on 156 (82 pre-intervention, 74 post-intervention) third-year medical students at Penn State College of Medicine completing their 4-week pediatric clerkship. Utilizing REDCap (Research Electronic Data Capture) informatics support, student-directed evaluation form solicitation was encouraged. The Wilcoxon rank-sum test was applied to compare the pre-intervention (May 1, 2017 to March 2, 2018) and post-intervention (April 2, 2018 to December 21, 2018) percentages of forms completed before the rotation midpoint. Results In total, 740 evaluation forms were submitted during the pre-intervention phase and 517 during the post-intervention phase. The percentage of forms completed before the rotation midpoint increased after implementing student-directed solicitation (9.6% vs. 39.7%, P<0.05). Conclusion Our clerkship relies on subjective summative evaluations to track students’ progress, deploy improvement strategies, and determine criteria for advancement; however, our preceptors struggled with timely submission. Allowing students to direct the solicitation of evaluation forms enhanced the timeliness of completion and should be considered in clerkships facing similar challenges.

中文翻译：

---

在美国，以学生为主导的评估表格征集对完成及时性的影响

目的评估学生临床表现的总结性评估表通常是在临床培训经验结束时由教职员工填写的。在我们的机构中​​，尽管使用了电子系统，但完成的及时性却欠佳，这可能限制了我们监控学生进度的能力。本研究的目的是确定在小儿科业务结束时以学生为导向的汇总评估表收集方法是否会提高三年级医学生的完成及时性。方法这是一项干预前和干预后的教育质量改进项目，重点是宾州州立医学院的156名（干预前82名，干预后74名）三年级医学生完成了为期4周的小儿科业务。利用REDCap（研究电子数据捕获）信息学的支持，鼓励以学生为主导的评估表征集活动。应用Wilcoxon秩和检验比较干预前（2017年5月1日至2018年3月2日）和干预后（2018年4月2日至2018年12月21日）在轮换中点之前完成的表格的百分比。结果干预前阶段共提交了740份评估表，干预后阶段共提交了517份评估表。在实施学生指导下的轮换之前，完成轮换中点之前完成的表格的百分比有所增加（9.6％对39.7％，P <0.05）。结论我们的业务依赖于主观的总结性评估来跟踪学生的进步，部署改进策略并确定晋升标准。然而，我们的导师努力地及时提交。允许学生指导评估表的征集可以提高完成的及时性，在面临类似挑战的文员中应考虑到这一点。