COMMUNICATION | doi:10.20944/preprints202211.0338.v1
Subject: Social Sciences, Education Keywords: normative grading; criterion-based grading; clinic evaluations; clinic interns
Online: 17 November 2022 (11:29:06 CET)
Background: Grades in clinical courses matter. They are often used to determine clinical academic awards, scholarships, and—most importantly—interns’ suitability for graduate medical education opportunities. Aware of these stakes, clinic preceptors may feel pressure to grade too leniently or uniformly. A fair method of adjusting for differences in preceptor bias is then needed. Approach: The authors propose a technique that employs the advantages of both criterion- and normative-based grading to adjust for differences in both grader leniency and uniformity. Evaluation: The technique produces fair adjustments to any raw assign grades, and the authors demonstrate how easily this process can be administered in any clinical setting where multiple preceptors are evaluating interns. Implications: This work provides a grading framework that is transparent to all stakeholders but places responsibilities at the appropriate level. That is, clinic performance evaluations are left to clinic preceptors but grading to clinic academic managers.