Are you an instructor or a student

• Instructor  (1)
• Student  (2)

 First, assessing scientific knowledge

1 Students identified and analyzed the main issues in the case

• Poor- Failed to pinpoint the main issues  (1)
• Fair- Identified some issues in the case  (2)
• Good- Identified most of the main issues in the case  (3)
• Excellent- Identified and analyzed all the main issues with the case  (4)

2 Applying knowledge and concepts covered in lectures

• Poor- Students did not apply concepts covered in class to address the case. Students did not demonstrate deep understanding of basic concepts to link them with the case.  (1)
• Fair- Students demonstrated understanding of some concepts but they could not link them with the case.  (2)
• Good- Students applied their understanding of some concepts to the case.  (3)
• Excellent- Students integrated basic and clinical knowledge they gained during the week to explain key issues of the case. They demonstrated deep understanding of all key concepts linked to the case to draw valid conclusions  (4)

3 Differential diagnosis

• Poor-No diagnosis was provided  (1)
• Fair- Students presented list of diagnosis do not pertain to patient’s symptoms and medical history  (2)
• Good- Students presented a set of potential diagnosis without proper justification or evidence from the case.  (3)
• Excellent- Students presented a set of potential diagnosis that is relevant to patient’s symptoms and medical history. They provided logical argument supported by evidence/knowledge  (4)

4 Critical thinking skills

• Poor- Lack of critical thinking. Students did not evaluate different aspects of the case nor did they share their own interpretation or impression about findings.  (1)
• Fair- Students were able to critically evaluate few aspects of the case by providing their impression and interpretation.  (2)
• Good- Students were able to critically evaluate most of case aspects by their impression and interpretation.  (3)
• Excellent- Students were able to critically evaluate all case aspects highlighting their impression and interpretation supported by their knowledge. They integrated various findings to reach a decision.  (4)

 Second, assessing communication

5 Presentation

• Poor- Highly unorganized and unclear information  (1)
• Fair- Organized information with fast pace.  (2)
• Good- Organized and clear information but exceeded the time  (3)
• Excellent- Organized and clear information with proper pace.  (4)

6 Responding to questions

• Poor- Students were unable to answer any of the questions  (1)
• Fair- Students showed professional handling of questions. They answered some of the questions.  (2)
• Good- Students showed professional handling of questions. They answered most of the questions.  (3)
• Excellent- Students were prepared for questions and handled them professionally. Students could answer all the questions.  (4)

7 Structure (description of clinical history, physical and neurological assessment, brain imaging results and diagnosis)

• Poor- Presentation did not include any of these sections  (1)
• Fair- Presentation included two sections  (2)
• Good- Presentation included three sections  (3)
• Excellent- Presentation included all the sections  (4)

8 How and what areas you think the students could improve?

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