Learning objective scoring
When evaluating a student’s performance during a patient encounter, score each learning objective shown in the evaluation. 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.
Your scores determine whether a student’s experience counts towards their current learning phase requirements. It is important to score based on the level of assistance the student required, rather than just the outcome of the call.
The Scoring Scale
Section titled “The Scoring Scale”Scoring is based on independence and success.
| 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 |
When to score Yellow vs. Green
Section titled “When to score Yellow vs. Green”The main difference between a Yellow and a Green score is the amount of intervention or assistance you provided.
- Score Yellow (Formative) if the student performed the tasks successfully but needed prompts, reminders, or physical assistance. This indicates the student is in a “Formative” stage of learning for that objective.
- Score Green (Summative/Capstone) if the student performed the tasks successfully with little to no assistance. This indicates the student is ready for “Summative” or “Capstone” credit.
Built-in learning objectives
Section titled “Built-in learning objectives”The following guidance applies when the program uses EMCE’s built-in objectives. For a renamed or custom objective, follow the rating guide shown in the evaluation and the guidance provided by the student’s program.
Assessment
Section titled “Assessment”Consider the student’s ability to:
- Perform a primary assessment.
- Gather a history.
- Perform a physical exam.
- Form a field impression.
Treatment
Section titled “Treatment”Consider the student’s ability to:
- Develops a treatment plan.
- Select appropriate interventions.
- Perform skills correctly.
- Administer medications safely.
Management
Section titled “Management”Consider the student’s ability to:
- Manage the scene and resources.
- Make transport decisions.
- Lead the team (Team Leader).
- Hand off the patient.
- Maintain appropriate affect when communicating with the patient and bystanders.
Impact on Learning Phases
Section titled “Impact on Learning Phases”Students must progress through learning phases by demonstrating increasing independence. Your scores affect which phase an evaluation satisfies, but the minimums are configured by the student’s program and can vary by cohort.