Learning phases and evaluations

Learning phases

Each cohort of students must meet a configured set of evaluation requirements, which are divided into various learning phases.

Learning phase	Description
Prerequisite	(Skill evaluations only) Satisfied by evals that were documented during a skill performance.
Simulation	Satisfied by evals that were documented during a simulated patient encounter, such as those created through a Sim Session.
Formative	Satisfied by evals that were documented during a skill performance or a formative patient care experience in which the student met the cohort’s Formative learning-objective minimums.
Summative	Satisfied by evals that were documented during a skill performed on a patient or a patient care experience in which the student met the cohort’s Summative learning-objective minimums.
Capstone	Satisfied by patient evals in which the student met the cohort’s Capstone learning-objective minimums.

Note

You set requirements for each learning phase when you create a cohort.

Evaluations

An evaluation allows a student to demonstrate competencies in a variety of settings. Depending on the type of evaluation, the student can be evaluated by an instructor, another student, or a preceptor.

Note

For more information about evaluations, see Introduction to Evaluations.

Satisfying learning phase requirements

When a student completes an evaluation, it counts towards the earliest possible learning phase (if it meets the minimum requirements) until that phase is full. If the requirements of that learning phase are satisfied, the evaluation counts against the next phase.

• For a skill evaluation to count against a learning phase, it must be a rated with a (successful).
• For a patient evaluation to count against a learning phase, every enabled learning objective must meet the minimum configured for that phase.

Your program controls which learning objectives appear. Assessment, Treatment, and Management are the built-in objectives, but a program can rename or turn off those objectives and add objectives of its own. Consequently, two cohorts can use different objectives or minimum scores.

To see what counts for your cohort, open the patient evaluation’s requirements progress. EMCE shows the enabled objectives and the exact minimum for each learning phase. A gray N/A score satisfies only a minimum set to N/A; it does not satisfy a red, yellow, or green minimum.

Default EMS configuration

In the default configuration, Formative requires yellow Assessment and Treatment; Summative requires green Assessment and Treatment plus yellow Management; and Capstone requires green in all three. These defaults may be different for your cohort.

When the built-in Management objective is enabled, a green Management rating also tags the encounter as Team Leader.

Learning phase score ratings

All learning-objective scores use the following colors:

Icon	Color	Rating
	Gray	Not applicable or attempted
	Red	Did not perform successfully
	Yellow	Performed successfully with some assistance
	Green	Performed successfully independently or with little to no assistance