| OBJECTIVES |
Minimal |
Better |
Better |
Better |
Even better |
| Demonstrate
ability to do a differential diagnosis by generating a list of diagnoses
that fit the symptoms and systematically eliminating some. |
*Fewer than three
diagnoses were considered and eliminated.
*Reasons
for eliminating them limited to presence or absence of single symptom
or history. |
*Three to five diagnoses
were considered and eliminated.
*Reasons
for eliminating them show some understanding about at least two of
the diseases or conditions. |
*Four to six diagnoses
were considered and eliminated.
*For at least three
of these, clear reasons were given for eliminating them.
*Specific details were given about the information
used (implications of the history learned, test results, other).
*Clear explanation given of reasons tests were given. |
* Previous box
+
*Clear explanation given
of reasons tests were requested and underlying biology revealed by
the tests. |
* Previous box
+
*Substantial understanding of at least one of
these diseases or conditions is demonstrated.
|
| Present
clear argument for support of the final diagnosis. |
*State the diagnosis
and list some of the symptoms presented that support
that diagnosis. |
*State
the diagnosis and describe how some of the
symptoms and test results confirm the diagnosis. |
*State
the diagnosis and describe how each of the
symptoms and test results confirm the diagnosis.
*Use actual numbers for test results to explain how those
test results support the diagnosis. |
* Previous box
+
*Demonstrate substantial understanding
of the biological basis of the diagnosis. |
* Previous box
+
* Refer to and describe at least one
research study in which one aspect of the disease was addressed. |
| Understand
biological mechanisms that are affected by the disease. |
*Biological system mentioned
but no description of explanation of how it relates to the
diagnosis. |
*Brief description
of the biological basis of the disease. |
*Good basic understanding
demonstrated about the biological basis of the disease. |
* Previous box
+
*Information about the biological
system is integrated into the discussion of symptoms and tests showing
a good understanding about how the disease or condition affects that
system. |
* Previous box
+
*Substantial understanding of the
biological system involved is demonstrated through explanations of
the rationale for eliminating certain diagnoses, understanding the
significance of test results, and understanding how the disease or
condition affects that system. |
| Write a
clear, well-organized, paper that reflects the thinking of the writer. |
*Repeat almost verbatim
the case as originally presented.
*Quote information
from text resources. |
*Describe the case
information in a conversational way.
*Paraphrase
information from text resources. |
*Describe the case
information in a conversational way integrating comments and questions.
*Voice of the writer is distinct from those
of the sources.
*Relate information from
texts in a conversational (but accurate) way. |
* Previous box
+
*Make clear the approach used by the
team to analyze the case. |
* Previous box
+
*Speculate about implications of any
points made or something about the patient’s history, test results,
or prospects for the future. |
| Demonstrate
use of a range of appropriate sources and incorporate them into text
appropriately. |
*No citations in
the text.
*No bibliography at the end. |
*No citations in
the text.
*Bibliography at the end includes
dictionary and web site references only. |
*Citations given
at the ends of some paragraphs.
*Bibliography at the end includes dictionaries,
web sites, and medical texts. |
*Citations inserted
into the text at appropriate points.
*Substantial
bibliography at the end includes dictionaries, web sites,
medical texts, and primary scientific sources. |
*Citations integrated
into the text to make clear the distinction between the voice of the
sources and the voice of the author of the case report.
*Substantial bibliography at the end includes dictionaries,
web sites, medical texts, and primary scientific sources. |
No one should expect to write a case report for the first time
and achieve the goals described in the right hand boxes for all
the objectives. And it’s unlikely that any of you will be
writing at the “minimal” level for most of your report.
We’re showing you this rubric so you’ll get a chance
to see the progress you make through the semester. We hope that
seeing this chart will give you some ideas about how to keep better
notes and write early drafts of your case reports as you go along.
|