• Kimberly Hoffman, Michael Hosokawa, and Joe Donaldson.
• Educational Evaluation & Improvement, School of Medicine, University of Missouri-Columbia, Columbia, MO 65212, USA. hoffmank@health.missouri.edu
• Med Teach. 2009 Sep 1; 31 (9): e412-7.

AbstractThird-year medical students' grades are a combination of faculty observations, National Board of Medical Examiners examinations, and other departmental specific course requirements. Faculty evaluations include assessment of students' clinical skills, and a global rating for potential as house officer. We wished to better understand the 'potential as house officer' and to understand if these competencies were shared across the third year or unique to a given discipline. We then examined the relationship between house officer potential and performance on traditional measures of success. We analyzed the narrative comments from faculty evaluations of third-year students who faculty rated as 'Outstanding' in the house officer potential category. The low correlations found between house officer potential and traditional measures of academic success indicate that items beyond the stated learning objectives are influencing faculty evaluation of clinical students. Our data suggest that the awarding of 'potential for house officer' reflects the student's ability to work as part of a health care team. Although there appear to be common elements among the house officer comments, we also observed discipline specific differences. Given the importance placed on house officer potential, more conversation is needed to develop a common language across the third-year courses.

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