Narrative Assessment Policy

Narrative Assessment Policy

Purpose

The purpose of this policy is to inform students about how they can expect to receive feedback about interpersonal, professional, affective, and/or socioemotional non-cognitive skills essential for growth as student physicians. DGSOM periodically provides students with written feedback to formally document and facilitate communication about a student’s development in these areas.

Policy Statement

Written narrative assessment is to occur when an assessor-student interaction is of sufficient length to permit direct observation and assessment of student behavior reflective of the DGSOM Graduation Competencies (e.g., interpersonal skills, rapport building, teamwork, communication). Narrative assessment is used for formative feedback and may also be factored into a course grade and/or may be included in or inform the content of the MSPE. As with all assessments of student performance, in instances of sustained or severe substandard performance, non-cognitive skills may be reviewed by the Academic Performance Committee (APC). Interactions that are likely to permit narrative assessment may include but are not limited to:

  • Foundations of Practice (FOP) small group sessions.
  • Standardized Patient (SP) observations of communication skills, patient-provider interaction, patient comfort and safety, or patient education and counseling skills.
  • Faculty observation during Objective Structured Clinical Examinations (OSCE)s.
  • Faculty observation of peer collaboration during anatomy, or large group sessions.
  • Faculty observation of participation, communication, and engagement during Medicine and Society small group sessions.
  • Faculty observation of interprofessional team collaboration, adaptation to clinical routines and environments, and ability to uphold professional standards such as punctuality, accountability, and respectful communication during Foundations of Medical Science (FoMS) Clinical Experiences.
  • Faculty observation of participation, discussion and presentation in small group session during clerkship and advanced clinical electives.
  • Faculty observation of communication with patient, family or inter-professional team during clerkship and advanced clinical electives.
  • Faculty observation of humanism, integrity, work ethic, or commitment to learning during clerkship and advanced clinical electives.
  • Faculty observation of clinical communication skills, professional standards, and self-regulated behaviors during Longitudinal Clinical Experiences.
  • Discovery Mentor observation of professional identity formation, scholarly skills, and communication and interpersonal skills during Phase III of the curriculum.

Responsibility and References

  1. RESPONSIBILITY
    Medical Students
  2. REFERENCES
    LCME Element: 9.5 Narrative Assessment
  3. POLICY OWNER
    Curricular Affairs Office
  4. REVIEWED BY
    Educational Measurement Unit
  5. APPROVED BY
    Medical Education Committee
  6. REVIEWED DATE and REVIEW CYCLE
    October 2025, 5-Year review cycle