Summary : Pragmatic OSCEs were conducted for each of the following interns listed below who were interned to the department of medicine for 45 days largely in October and November 2023, everyday in batches of four, while assessing them summatively on the days they were working face to face with the assessor both at OPD and IPD as well as following them up formatively everyday through their work logged in their online learning portfolios as well as PaJR groups in a user driven manner.
Previous MBBS internal assessments for them are available here: https://
And user driven submissions of online portfolio links on learning themes for 360 degree peer feedback and assessment submitted here : https://medicinedepartment.
Past results : https://medicinedepartment.
More about the modified osce format that preserves clinical complexity and realism: http://medicinedepartment.
Current batch list of interns and their quantitative and qualititative assessments :
88. Manvi
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
89 . Snitha Reddy
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
90. Vineela
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
92. Mamatha
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
93. M.G.Prasanna
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
94. Swathi
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
95. Movva Viswanath
Quantitative evaluation : 55/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
98. Sreeja
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
100. Pratyusha
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
101. Vinil Reddy
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if he's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
103.Gautam
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if he's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
104. Shivani Nayini
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
106. Rakshitha Reddy
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
108. Bharat
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if he's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
110. Navyatha
Quantitative evaluation : 60/100
No extension (pass)
Qualitative evaluation : Takes initiative, trainable, Hardworking
Can focus on asking more questions and sharing and communicating more
AI (LLM-CGpt4) analysis :
The reflective writing assignment submitted by the medical PG intern, Navyatha Pothula, can be evaluated along Bloom's Taxonomy and the specific rubric provided:
1. **Bloom's Taxonomy Evaluation**:
- **Knowledge**: The intern demonstrates knowledge by discussing cases, such as dermatomyositis, erythroderma secondary to psoriasis, dengue, thrombocytopenia, and hyperglycemia【7†source】【8†
- **Comprehension**: The understanding is shown in the ability to discuss the medical cases and their complexities, as well as the lessons learned from the internship experience【11†source】【12†
- **Application**: The application of knowledge is evident in managing clinical responsibilities and learning to prioritize and allocate time efficiently【7†source】.
- **Analysis**: There is an analysis of cases and an interpretation of fever charts and treatment plans【8†source】【9†source】.
- **Synthesis**: The intern synthesizes information from various cases and experiences to understand the importance of balancing empathy with professional detachment and other essential skills【7†source】【11†source】.
- **Evaluation**: The intern evaluates the emotional toll of patient care and the importance of human connection, courage, teamwork, balancing, and mentorship in the medical profession【12†source】.
Points missing at each level could include more in-depth analysis of patient data, synthesis of broader medical knowledge, and critical evaluation of medical practices or personal performance.
2. **Rubric Evaluation**:
- **General Knowledge Learning Points**: The blog provides insights into common medical conditions like dengue, thrombocytopenia, and hyperglycemia, and their management【8†source】【9†source】
- **Discovery-Driven Learning Questions**: Specific questions about patient cases, especially regarding clinical complexity, are not detailed in the blog.
- **Clinical Complexity**: The blog mentions various medical conditions but lacks detailed discussion on the biological, psychological, and social aspects of these conditions.
- **Thematic Analysis and Learning**: The intern shows learning from thematic analysis, especially in managing various medical conditions and intern responsibilities.
- **Impact on Patient Outcomes**: The blog does not directly discuss the impact of the intern's learning on patient outcomes.
- **Competence of Intern**: The intern demonstrates competence in patient data capture and asking questions around the captured data. However, the competence in finding answers to complex medical questions and in contributing to new discoveries is not explicitly addressed.
This evaluation suggests that while the intern shows significant growth and learning in various aspects of medical training, there are areas for further development, particularly in deeper analytical and evaluative skills, and in demonstrating the direct impact of learning on patient outcomes.
The blog post by Navyatha Pothula, detailing a case study during her General Medicine Internship, can be evaluated along the same criteria:
1. **Bloom's Taxonomy Evaluation**:
- **Knowledge**: The intern displays knowledge by describing a clinical case with symptoms like fever, cough, chest pain, and diabetes【20†source】.
- **Comprehension**: Comprehension is demonstrated through the interpretation of the patient's symptoms and medical history【20†source】【21†source】.
- **Application**: Application of clinical skills is evident in conducting general and systemic examinations and prescribing treatments like IV fluids and medications【21†source】【22†
- **Analysis**: Analysis skills are shown in interpreting clinical data and considering differential diagnoses【19†source】【23†
- **Synthesis**: The synthesis of information is not explicitly detailed but can be inferred from the overall approach to the patient's case.
- **Evaluation**: The intern evaluates the case with questions and inputs from a senior medical professional, which helps in refining the diagnosis and treatment approach【23†source】.
This blog post could be enhanced by providing more detailed insights into the synthesis of information from various sources and a deeper evaluation of the treatment outcomes.
2. **Rubric Evaluation**:
- **General Knowledge Learning Points**: Insights into managing a complex patient with multiple symptoms and a chronic condition (diabetes) are provided【20†source】.
- **Discovery-Driven Learning Questions**: Specific discovery-driven questions are discussed, particularly in relation to the patient's symptoms and their relationship to the underlying conditions【23†source】.
- **Clinical Complexity**: The blog post touches upon the clinical complexity through the examination of various symptoms and the patient's history【20†source】【21†source】.
- **Thematic Analysis and Learning**:
There's an implicit thematic analysis in understanding and managing the presented case.
- **Impact on Patient Outcomes**: Direct impact on patient outcomes is not explicitly discussed.
- **Competence of Intern**: The intern demonstrates competence in patient data capture, analysis of the clinical data, and interaction with seniors for further learning and refinement of clinical skills【19†source】【22†source】【
This case study shows the intern's growing competence in handling complex medical cases, though there could be more focus on the synthesis of different aspects of the case and its impact on patient outcomes.
The blog post titled "Osce 2" by Navyatha Pothula, detailing another case during her General Medicine Internship, can be evaluated as follows:
1. **Bloom's Taxonomy Evaluation**:
- **Knowledge**: The intern demonstrates knowledge by presenting a detailed case profile, including chief complaints, history of presenting illness, and a provisional diagnosis of Exfoliating Dermatitis【29†source】.
- **Comprehension**: There is an understanding of the patient's symptoms and clinical findings, as evidenced by the thorough patient examination and history-taking【29†source】.
- **Application**: The intern applies her clinical knowledge in assessing the patient and conducting necessary investigations, such as skin scraping and blood tests【30†source】.
- **Analysis**: Analysis skills are evident in interpreting investigation results and considering various differential diagnoses, like Cushing's syndrome, Polyarthritis, and Rheumatoid Arthritis【31†source】.
- **Synthesis**: The blog indicates a synthesis of clinical findings and investigative data to form a comprehensive understanding of the patient's condition.
- **Evaluation**: The intern engages in evaluative discussions with a senior physician, contemplating different aspects of the patient's condition and treatment options【31†source】.
While the post demonstrates a thorough approach, it could benefit from more detailed reflections on the synthesis of information from various sources and a critical evaluation of the chosen treatment strategies.
2. **Rubric Evaluation**:
- **General Knowledge Learning Points**: Insights into the management of dermatological conditions and their systemic implications are provided.
- **Discovery-Driven Learning Questions**: Questions around the patient's hypoalbuminemia and its causes demonstrate an inquiry-driven approach【31†source】.
- **Clinical Complexity**: The case encompasses multiple aspects of clinical complexity, including dermatological, renal, and endocrine considerations【29†source】【30†
- **Thematic Analysis and Learning**: The intern's approach suggests thematic learning, especially in differential diagnosis and treatment planning.
- **Impact on Patient Outcomes**: The impact on patient outcomes is not explicitly discussed.
- **Competence of Intern**: The intern shows competence in patient data capture, analysis of clinical data, and engaging in critical discussions with seniors to enhance understanding and treatment strategies【31†source】.
This case study indicates the intern's growing clinical competence, particularly in handling complex medical scenarios, though it could further benefit from explicit discussions on the impact of these learnings on patient outcomes.
The blog post titled "Evidence of workflow done during internship rotation!" by Navyatha Pothula includes multiple case studies. Each case can be evaluated using Bloom's Taxonomy and the specific rubric provided:
1. **Bloom's Taxonomy Evaluation for Each Case**:
- **Knowledge**: Demonstrated through the description of patient symptoms and history in each case【38†source】【40†source】【42†
- **Comprehension**: Evident in understanding the clinical significance of symptoms and past medical history.
- **Application**: Applying clinical knowledge in examining patients and interpreting their clinical findings.
- **Analysis**: Analyzing patient data to formulate provisional diagnoses and plan investigations【39†source】【41†
- **Synthesis**: Integrating clinical findings with investigation results to refine diagnoses and treatment plans.
- **Evaluation**: Engaging in evaluative thinking, though this aspect could be more explicitly demonstrated.
2. **Rubric Evaluation for Each Case**:
- **General Knowledge Learning Points**: Each case provides insights into different medical conditions and their management.
- **Discovery-Driven Learning Questions**: Specific questions are formulated around each patient's condition.
- **Clinical Complexity**: Each case addresses different aspects of clinical complexity, including medical history, symptoms, and preliminary diagnoses.
- **Thematic Analysis and Learning**: There is an implicit thematic analysis in understanding and managing the various cases presented.
- **Impact on Patient Outcomes**: Direct impact on patient outcomes is not explicitly discussed in each case.
- **Competence of Intern**: The intern shows competence in patient data capture, analysis of clinical data, and engaging in the diagnostic process, although the depth of critical analysis and synthesis of information could be further developed.
In summary, the blog post showcases the intern's growing clinical competence across various medical cases. There is evidence of a systematic approach to patient care, though there could be more emphasis on the synthesis of information and critical evaluation of treatment strategies and their impact on patient outcomes.
111. Navya Pabba
Quantitative evaluation : 60/100
No extension (pass)
Qualitative evaluation : Takes initiative, trainable, Hardworking, Sincere
Can focus on asking more questions and sharing and communicating more
112. Sumanth Reddy
Quantitative evaluation : 45/100
Extension 15 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
113. Khyathi
Quantitative evaluation : 55/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
115. Devendra
Quantitative evaluation : 60/100
No extension (pass)
Qualitative evaluation : Takes initiative, trainable, Hardworking
Can focus on asking more questions and sharing and communicating more
116. Sathvieka Reddy
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
FMGE
Safee
Quantitative evaluation : 50/100
No extension (pass)
Qualitative evaluation : Trainable
Can focus on asking more questions and sharing and communicating more
Shivteja
.Quantitative evaluation : 30/100
Extension 30 days
Qualitative evaluation : Needs more extension to see if he's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
Vaishnavi
Quantitative evaluation : 30/100
Extension 30 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
Shivani
Quantitative evaluation : 30/100
Extension 30 days
Qualitative evaluation : Needs more extension to see if she's trainable
Can focus on asking more questions and sharing and communicating more as well as maintaining continuity and consistency of work done
Mini summary :
Number of 2018 KIMS students posted and tested 20
Number of 2018 KIMs students cleared: 13
Number of 2018 KIMs students not cleared: 7
Number of 2018 KIMs students tested: 4
Number of FMGE students cleared: 1
Number of FMGE students not cleared: 3
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