SCPE specific grading details are located in the SCPE Specific Syllabi.
Students who fail a required core SCPE may lose the privilege to choose an elective, as this time may be used to repeat the failed SCPE. However, this does not replace the original grade earned for the failed SCPE.
Failure of a SCPE course may delay completion of the clinical year, graduation, eligibility to take the PANCE. In addition, delays may have significant financial implications, including additional costs or other financial aid issues.
ARC-PA 5th ed Standards A3.15a, 4.01
The SCPE grade is a combination of experiential logging/professionalism, assignments, preceptor evaluation of the student and the PAEA EOR exam grade.
Specific requirements, evaluation, and grading are addressed in each SCPE Specific Syllabi. The Overview section and SCPE-Specific syllabus section should be reviewed before the start of each SCPE.
The content for assessments of student learning during SCPE is cumulative, with clinical knowledge building upon didactic knowledge. Therefore, the assessment content is objective and outcome-based and taken from SCPE activities, PANCE Blueprint, Didactic phase content, assigned readings, and SCPE objectives.
The following assignments and assessment tools will be used:
See SCPE Specific Syllabi and Blackboard for directions and instructions for completing and submitting all graded elements.
Experiential Logging accounts for 10% of the SCPE grade. The grade is determined by the following:
Program Self-Assessment of End of Rotation Exam Scores
End of RotationTM Exam Scores are reported as scaled scores, with a known national mean and standard deviation. We convert each scaled score into a percentage using a z-score calculation. A z-score is a value given to compare each student’s performance to the national mean. A scaled score converting to a z-score of zero (0) means that the student has scored on the national mean.
Our program utilized didactic data over several years to identify that cohorts typically scored 85 or above on average in each exam. Therefore, we set the score conversion based on 85% being equal to the mean scaled score.
Once each student completes an End of RotationTM Exam, the professor calculates a Z-score from the raw score on each exam as follows:
Student’s raw score on the exam minus national mean score for that exam/ Nat’l Standard deviation for exam
Z score=student’s raw score-national mean score for exam/national standard deviation for exam
Any z-score below -1.4 will require remediation of the EORTM exam. The student must discuss this with the course director within a week to outline the remediation plan, which might include an analysis of student weaknesses based on keyword feedback and category feedback, assignments to research each topic missed on the exam, and/or retaking the End of RotationTM exam as a different version.
EORTM exam performance in each cohort is analyzed using averages of z-scores to determine how the cohort compares with the national mean performance.
The clinical committee also analyzes category feedback on the EORTM exam to determine if there are patterns of strengths and weaknesses in the cohort. Throughout the clinical phase, the clinical team tracks the student’s academic progress to maximize their potential to successfully meet program competencies and pass the PANCE the first time. EORTM and EOCTM scores sometimes identify students at risk of failing the PANCE, whether or not they have received a failing grade on any individual exam. Examples of at-risk students include those who have scored one standard deviation below the national mean on at least one occasion and students who have failed their first attempt at one or more EORTM exams. The clinical team may assign supplemental study material for these at-risk students at any time during the clinical year.