Employment of the reporter-interpreter-manager-evaluator framework for assessment of medical students

Abstract

During the period of medical training, a medical student is expected to be competent in multiple subject-specific competencies and, at the same time, make significant progress toward noncognitive attributes. However, apart from teaching, it is extremely important that all the core and noncore competencies need to be assessed. In order to help the faculty members to monitor the learning progression of students and to provide them with appropriate feedback, the reporter-interpreter-manager-evaluator (RIME) framework has been employed. This framework can be used to describe the progress of medical students and also by the students to monitor their own progress. Although the proposed framework is an effective approach to assessment of learning, the implementation of the same has some inherent challenges. In conclusion, the RIME framework is a valid and feasible approach to assess the clinical performance of the medical students. Considering the multiple benefits attributed to the same, it will be ideal to employ the framework in all medical institutions and help the students to monitor their own learning and also encourage the same via constructive and immediate feedback.