Introduction The has received several comments from CAAHEP-accredited Program Directors that the affective competencies are very difficult to measure and to evaluate. In response to those comments, the MAERB has put together these materials to help CAAHEP-accredited Program Directors with developing affective rubrics. It is important to note that these materials are not definitive. These rubrics can work in conjunction with the sample assignments in the Educational Competencies for Medical Assistants (ECMA), even though they will certainly need to be adapted and refined according to the individual needs of the programs. In fact, these sample rubrics are designed to help Program Directors generate their own ideas about designing rubrics for individual assignments. Just as with the ECMA, these rubrics are optional for Program Directors to use, and they are not formally part of the MAERB Core Curriculum. The MAERB would like to provide more rubrics for the use of Program Directors, and we invite Program Directors to share their materials by sending them to the following email address: . The rubrics then will be reviewed by the MAERB Members, and the goal is to update this resource every fall. We also welcome thoughts and questions. Overview—Rubric for Affective Behaviors The following rubric contains a full range of different behavior attributes, and sections of it can be used effectively in different assignments. It is a rubric that is designed for Program Directors to cut and paste for specific competencies. In addition, there is a variety of additions that could be made depending upon the task. Rubric: Affective Behaviors Does not meet expectations Needs Improvement Meets Expectations Sometimes exceeds expectations Consistently exceeds expectations Integrity Does not always demonstrate honesty and trustworthiness and/or provides incomplete documentation. Honest and trustworthy with property and confidential information, but does not always completely and accurately document patient care and learning activities. Consistent honesty, being able to be trusted with property and confidential information, complete and accurate documentation of patient care and learning activities. Consistent honesty, assists other classmates in understanding confidential issues and in developing their documentation skills. Always honest, leads by example and models exemplary behaviors regarding integrity. Consistently turns in paperwork that is complete and accurate.
Empathy Being deliberately disrespectful of others, making fun of others, being condescending or sarcastic to others, clearly uncomfortable dealing with emotions of patients. uncompassionate to others or responding inappropriately to emotional responses because you are uncomfortable with emotional displays. Acting coolly towards patients in distress and not acting as a patient advocate Showing compassion to others, responding appropriately to emotional responses by others, demonstrating respect to others, being supportive and reassuring. Able to show compassion and respond appropriately while maintaining professional demeanor, demonstrating a strong desire to advocate for the patient, can direct patients and their families to available community resources. Seeks out opportunities to serve in the community, when the situation arises can provide contact information on assistance agencies, has the ability to set troubled patients at ease and actively listens to their problems and concerns. Self-motivation Consistently failing to meet established deadlines, unable to demonstrate intrinsic motivating factors requiring extra extrinsic motivation from instructors, failing to improve even corrective feedback has been provided by faculty, requiring constant supervision to complete tasks or being asked to repeat a task that is incorrectly performed. Not actively taking the initiative to improve behavior, or follow through on tasks, or seeking improvement but obviously making attempts to attain acceptable standards. Taking initiative to complete assignments, taking initiative to improve or correct behavior, taking on and following through on tasks without constant supervision, showing enthusiasm for learning and improvement, consistently striving for improvement in all aspects of patient care and professional activities, accepting constructive criticism in a positive manner, taking advantage of learning opportunities. Occasionally completing and turning in assignments before the scheduled deadline, volunteering for additional duties, consistently striving for excellence in all aspects of patient care and professional activities, seeking out a mentor or faculty member to provide constructive criticism, informing faculty of learning opportunities. missing a deadline and often completing assignments well ahead of deadlines, reminding other students of deadlines, supporting faculty in upholding the rules and regulations of the program, taking seriously opportunities to provide feedback to fellow students, seeking opportunities to obtain feedback, assisting in arranging and coordinating activities.
Appearance and Personal Hygiene Inappropriate uniform or clothing worn to class or clinical settings. Poor hygiene or grooming. Appropriate clothing or uniform is selected generally, but the uniform may be unkempt (wrinkled), mildly soiled, or in need of repairs, appropriate personal hygiene is common, but occasionally the individual is unkempt or disheveled. Clothing and uniform is appropriate, neat, clean and well-maintained, good personal hygiene and grooming. Clothing and uniform are above average. Uniform is pressed and business casual is chosen when uniform is not worn. Grooming and hygiene is good or above average. Uniform is always above average. Non-uniform clothing is businesslike. Grooming and hygiene is impeccable. Hair is worn in an appropriate manner for the environment and student is free of excessive jewelry. and perfume or cologne usage is discreet and tasteful. Self-confidence Does not trust personal judgment, is unaware of strengths or weaknesses, and frequently exercises poor personal judgement. encouragement before trusting personal judgment, is aware of strengths but does not readily recognize weaknesses, sometimes makes poor personal choices. Demonstrating the ability to trust personal judgment, demonstrating an awareness of strengths and limitations, exercises good personal judgement. Stands by his/her choices when challenged by an authority figure, aware of strengths and weaknesses and seeks to improve, exercises good personal judgement and often serves as a mentor for classmates. Stands by and can defend personal choices when challenged by an authority figure, actively seeks to improve on weaknesses, seeks out opportunities to assist other classmates in developing their up
Communications Unable to speak or write clearly and is unable to correct their behavior despite intervention by instructors, does not actively listen (requires instructions to be repeated or appears unable to follow directions), resistant to learning new communications strategies. Needs work to speak or write clearly, knows how to actively listen although sometimes is unable to model good listening skills, able to identify alternative communication strategies needed in various situations but is developing the skill to perform alternative strategies. Speaking clearly with good pace and volume, writing legibly, listening actively, adjusting communications strategies to various situations, uses appropriate vocabulary, complete sentences, and correct grammar, defines specialized terms for complete comprehension. Working on improving speaking and writing abilities, models active listening skills, able to modify communication strategies easily in various situations and able to effectively communicate a message in these various settings. Demonstrates exemplary communication skills by adapting the pace and volume to the recipient’s needs, writing clearly and coherently, patterning strong active listening skills, and is comfortable utilizing a variety of communication styles, may have proficiency in another language, including sign language. Active Listening Does not demonstrate active listing skills either verbally or by trying to “mind read” without listening, rehearsing what is to be said rather than listening, judging, and lecturing. Nonverbally, there is a defensiveness and guardedness in body movement and facial gestures. Generally demonstrates active listening skills both verbally and by mastering at least half of the characteristics listed below. Verbally by asking appropriate open-ended questions, repeating back/paraphrasing statements for clarification of facts and feelings, recognizing when to provide positive reinforcement, and Demonstrates active listening skills both verbally and non-verbally by mastering most of the characteristics listed below. Verbally by asking appropriate questions, repeating back/paraphrasing statements for clarification of facts and feelings, recognizing when to provide positive reinforcement, and responding to questions Demonstrates strong active listening skills both verbally and non-verbally but the characteristics are not completely natural yet. Verbally by asking appropriate questions, repeating back/paraphrasing statements for clarification of facts and feelings, recognizing when to provide positive reinforcement, and responding to questions Demonstrates exemplary active listening skills both verbally and non-verbal. Verbally by asking appropriate questions, repeating back/paraphrasing statements for clarification of facts and feelings, recognizing when to provide positive reinforcement, and responding to questions and statements without judgment, bias, or condescension.
Time management Often late to class or clinical sites, upon arrival needs additional time to be ready to begin (changing into uniform, gathering supplies, etc.), frequently late in turning in assignments, requires constant reminders about due dates and will blame others if a due date is missed. Occasionally late in arriving to class or clinical sites, occasionally late in turning in assignments or requires reminding about deadlines. Consistent punctuality, completing tasks and assignments on time. Seldom late to class or clinical, generally ready to begin class or clinical prior to the actual start time, completes tasks and assignments by due date (and occasionally in advance of due date) with minimal need for reminders of due dates. Punctual (or early) nearly 100% of the time, completes tasks and assignments prior to the due date, seldom requires reminding about deadlines or due dates, may assist instructor in reminding classmates about due dates. Teamwork and Diplomacy Manipulating the team or acting with disregard to the team, being disrespectful of team members, being resistant to change or refusing to cooperate in attempts to work out solutions. Sometimes acting for personal interest at the expense of the team, acting independent of the team or appearing non-supportive, somewhat resistant to change or occasionally unwilling to work out a solution. Placing the success of the team above self-interest, not undermining the team, helping and supporting other team members, showing respect for all team members, remaining flexible and open to change, communicating with others to resolve problems. Placing success of the team self-interest, supporting and holding the team by shouldering additional responsibilities, actively seeking to include all members of the team in decision making processes were appropriate, welcoming change and remaining flexible, helping to open the lines of communication. Placing success of the team above self-interest (even if that means a negative outcome to self), taking a leadership role and using good management skills leading, involving all appropriate team members in the decision making process, suggesting and implementing changes to benefit the team, seeking ways to keep communications and dialogue going.
Respect Disrespectful of authority, being argumentative, using inappropriate words or outbursts of anger, deliberately undermining authority in words or actions or trying to provoke others, frequently unable to act in a professional manner. Being polite when required, occasionally overheard using demeaning or derogatory language but confining it to situations other than in patient care settings, occasionally acting unprofessional on the job. Being polite to others, not using derogatory or demeaning terms, behaving in a manner that brings credit to the profession. polite even when a situation is not going in his/her favor, always using respectful language when describing situations even when not in public areas, modeling good professional behaviors. Serving as a “peacemaker” in volatile situations, able to take abusive language or disrespect from patients without reacting negatively towards the individual, modeling good professional behaviors even when outside of the classroom or off of the job. Patient Advocacy Unable to deal with patients because of personal biases, actively demeaning or degrading patients with words or deeds, unconcerned about patient rights, feelings or considerations, frequently takes shortcuts during care of patients because it is “easier” or faster.” Occasionally has difficulty dealing with patients because of personal bias or feelings, not always able to place the needs of the patient first. Not allowing personal bias or feelings to interfere with patient care, placing the of patients above protecting and respecting patient confidentiality and dignity. Not allowing personal bias or feelings to interfere with patient care despite strong negative feelings or biases towards a patient or situation, actively advocating for patient rights, protecting confidentiality. Models patient advocacy and able to defend the need to advocate for patient rights, seeks out opportunities to help fellow classmates learn the principles of patient advocacy, when the opportunity presents itself can be called upon to follow through on an advocacy issue even if it means it on their off time. Careful delivery of services Unable to perform skills at entry level or requiring constant monitoring or reinforcement to Occasionally performing skills below the entry-level, requiring Performing skills at an entry-level capacity a majority of the time, following policies and procedures and Can be trusted to function independent of all regulations, policies and procedures. Functions independently and able to correct mistakes by self-reflection, able to assist in the development of