Recommendations for

Revising the Medical

Student Performance
Evaluation (MSPE)
Recommendations for Revising the
Medical Student Performance
Evaluation (MSPE)

Association of American Medical Colleges

Washington, DC
Graduate medical education (GME) in the United States is at a critical juncture. Medical schools and
teaching hospitals are adapting education and training programs in response to changing demographics,
exponential growth in medical discovery, and new expectations about the way physicians and patients
interact. In February 2015, the AAMC and its member institutions launched a comprehensive approach
 to fostering innovation in both residency training and care delivery: the Optimizing GME Initiative.

One of the primary areas of focus within Optimizing GME is an effort to improve the experience and
process of a learner’s transition to residency. The AAMC is working to support all involved in that
transition by identifying resources and tools that will help applicants apply more strategically, program
directors select more strategically, medical school advisors counsel more strategically, and ensure a
smooth transition between an individual’s stages of learning.

This document, Recommendations for Revising the Medical Student Performance Evaluation (MSPE), is
among the resources intended to aid in that transition to residency process.

This document is a publication of the AAMC. It was created in collaboration with the AAMC MSPE
Task Force and has been endorsed by the AAMC Council of Deans Advisory Board.

The Association of American Medical Colleges serves and leads the academic medicine community to
improve the health of all. www.aamc.org

© 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

Table of Contents

Introduction 1 Recommended Changes 2 Purpose 2 Length and Format 2 Content 2 MSPE

Sample 1: Leslie Lee 6 MSPE Sample 2: Shelby Rey 10 AAMC MSPE Task Force: Phase

II 15 AAMC MSPE Task Force Members 16

i © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)
 Introduction
In 1989, the Association of American Medical Colleges (AAMC) charged a Committee on Deans’
Letters, composed of experienced representatives from medical schools and graduate medical education
(GME) programs, to “develop guidelines on the evaluative information desired by program directors”
and to “explore the feasibility of providing a model format for deans’ letters.” In 2002, a second Dean’s
Letter Advisory Committee released recommendations designed to reaffirm the purpose of the Medical
Student Performance Evaluation (MSPE), ensure consistency, and establish ongoing quality
improvement.

Feedback over the years has been robust and spirited, with both consensus and disagreement on the
direction of the MSPE. In 2014, an MSPE Task Force was charged with revisiting the document. Pulling
from earlier feedback and an initial review of relevant literature and survey data, the Task Force
identified six principles to guide what the revised MSPE would provide:
1. supplemental value to the information already provided in the ERAS application, transcripts, and
letters of recommendation
2. a level of standardization and transparency that facilitates the residency selection process
3. comparative information on applicants
4. information about applicants’ standing on the competencies required to be successful in residency
5. increased opportunity for program directors to examine applicants holistically in the pre-interview
stage
6. qualitative and quantitative assessments of applicants in an easy to read format

Using these principles as a guide, the Task Force undertook a more comprehensive review of survey
findings and research on standardized and competency-based assessments and gathered additional
feedback from program directors, student affairs deans, and other stakeholders.

The recommendations made in this document represent that research and information gathering and
reflect a continued commitment both to the guiding principles and to improving the residency application
and selection process for learners, medical schools, and residency programs. In addition to the
recommendations, this document also includes two sample MSPEs, an overview of the work for the Task
Force’s next phase, and the list of Task Force members.

1 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

Recommended Changes
1. Information in the MSPE should be standardized across schools, clear, concise, and presented in a
way that allows information to be easily located.
2. The six ACGME Core Competencies should be highlighted when possible.
3. Details on professionalism deficiencies should be included in the MSPE.
 4. Information providing a holistic understanding of an applicant should be included in the MSPE. 5.
Noteworthy Characteristics replace Unique Characteristics and should be limited to three bulleted
items.
6. Locate comparative data in the body of the MSPE, eliminating Appendices A – D.
7. Include information on how final grades and comparative data are derived.
8. Eliminate the final “adjective” or “overall rating” if a school-wide comparison is not provided.

Purpose
The purpose of the MSPE is not to advocate for the student, but rather to provide an honest and objective
summary of the student’s personal attributes, experiences, and academic accomplishments based, to the
greatest degree possible, on verifiable information and summative evaluations. When possible,
comparative assessments of the student’s attributes, experiences, and accomplishments relative to their
institutional peers should be provided. The MSPE should primarily contain information about the
student’s medical school performance, although a brief summary of verifiable premedical experiences
and achievements can be included when relevant.

The MSPE is a summary letter of evaluation, not a letter of recommendation. Information presented
in the MSPE must be standardized, clear, and concise and presented in such a way that allows
information to be easily located within the document.

Length and Format

The MSPE document should be a maximum of five single-spaced pages (excluding Medical School
Information) with a 12- point font.

Content
The MSPE should contain six sections: Identifying Information, Noteworthy Characteristics, Academic
History, Academic Progress, Summary, and Medical School Information.

Identifying Information
• Student’s legal name and year in school
• Name and location of the medical school

2 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

Noteworthy Characteristics (previously called Unique Characteristics) • This section

includes information intended to help a residency program selection committee review applicants
holistically to achieve a residency class that brings a diverse set of background experiences,
characteristics and perspectives.
• Provide a maximum of three characteristics highlighting the most salient noteworthy
characteristics of the student.
• This section should be presented as a bulleted list. Each characteristic should be described in 2
sentences or less. Information about any significant challenges or hardships encountered by the
student during medical school may be included. (See sample MSPE)
• Lengthy biographical descriptions are not recommended due to the time required for review and
because these details can be found in other sections of the applicant’s portfolio (e.g., ERAS
 application, personal statement, letters of recommendation, interviews).
• The identification of the noteworthy characteristics can be done by each student in consultation
with a designated mentor or advisor, or by the MSPE author.

Academic History
This section includes:
• The month and year of the student’s initial matriculation in and expected graduation from medical
school
• An explanation based on school specific policies of any extensions, leave(s) of absence, gap(s), or
break(s) in the student’s educational program
• Information about the student’s prior, current, or expected enrollment in and the month and year
of the student’s expected graduation from dual, joint, or combined degree programs. • Information,
based on school specific policies, of coursework that the student was required to repeat or
otherwise remediate during the student’s medical education.
• Information, based on school specific policies, of any adverse action(s) imposed on the student by
the medical school or its parent institution.

Academic Progress
• This section includes information about the student’s academic performance and professional
attributes in preclinical/basic science coursework and core clinical and elective rotations. It
should also include a separate statement regarding the student’s attainment of professional
standards as defined by your school.
• Graphic representations of students’ comparative performance should be incorporated within
the body of the MSPE, not as appendices. Doing so allows the narrative comments from the
courses to provide context to the graphical representation

3 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

• Narrative assessments from preclinical and clinical courses should be based upon summative
faculty evaluations that are not edited for content. Minor editing for length, redundancy,
grammar, and spelling should be undertaken so long as it enhances the readability of the
document without substantively affecting the objective assessment provided by the faculty. •
Areas of relative strength and areas for improvement should be included when provided by the
faculty evaluators.

Professional Performance
• If the student was cited for unprofessional behavior, please describe the incident and any
actions taken to remediate the professionalism concerns. If the student received
commendations for exemplary professional behavior, please describe the behavior. •
Describe how the medical school defines professionalism and what it assesses in students.

Preclinical Courses
• If preclinical courses are graded as Pass/Fail, the MSPE should convey that the student has met all
requirements. Whenever possible, areas of strength and weakness should be addressed.
 Clinical Courses and Elective Rotations
• The components of each clerkship grade and the weight of each component (for example, %
clinical assessment, % shelf exam, % case write-up, % OSCE, etc.) should be included to
better inform program directors on performance.

Clerkship evaluations are a crucial piece of information for program directors and are considered
by many to be the most important section of the MSPE in determining applicants for interview
selection and rank order list. Program directors are seeking the best information on clinical
performance and need meaningful performance data to distinguish true clinical ability from exam
performance. Because many schools already present the subject exam performance within the
narrative, providing the grade components and weighting enables program directors to better
understand the contribution of actual clinical performance to the overall clerkship grade.

Summary
• Provide a summative assessment, based up on the school’s evaluation system, of the student’s
comparative performance in medical school, relative to his/her peers, including information about
any school-specific categories used in differentiating among levels of student performance.
• Include a final “adjective” or “overall rating” only if a school-wide comparison of the applicant is
provided. The MSPE Task Force recommends that the final “adjective” or “overall rating” be
eliminated entirely if a school-wide comparison is not provided to give this rating context. In
keeping with one of the guiding principles for the new MPSE recommendations, this letter should be
one method through which schools can provide comparative information on applicants. The current
state of the MSPE demonstrates significant variability in the inclusion and/or meaning of the final
“adjective,” commonly including in many letters. There is no present standardization across the
country of the nomenclature for this final rating. Additionally, even at the individual
4 © 2016 Association of American Medical Colleges
Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

school level, there is variability in whether the use of such final summative rating (adjective) is
accompanied by any descriptors and/or comparisons among students receiving such ratings. • It is
imperative that the information used to compare students is clearly stated in the summary. For
example, “Quartile placement was determined using a point system of 3 points for each honors grade,
2 points for high pass, 1 point for pass and -1 point for a failing grade. Every course in the M1-M3
year is counted equally (no weighting of courses or clerkships). USMLE scores, community service,
or research are not considered in quartile placement.”

Medical School Information

This section includes:
• Information about specific programmatic emphases, strengths, mission(s), or goals(s) of the
medical school
• Information about unusual characteristics of the medical school’s educational program, including
the timing of preclinical/basic science coursework, core clinical clerkships, and elective rotations. •
Information about the average length of enrollment of students in this graduating class, from initial
matriculation until graduation.
• Information about the medical school’s compliance with the AAMC “Guidelines for Medical
Schools Regarding Academic Transcripts,” which can be found here:
https://www.aamc.org/download/448960/data/theguidelinesformedicalschoolsregardingacademict
ranscripts.pdf.
• A description of the evaluation system used at the medical school, including a “translation” of the
meaning of the grades received by the student.
• A statement about medical school requirements regarding a student’s successful completion of
 USMLE Step 1 and Step 2 for promotion and/or graduation.
• Information about the use of Objective Structured Clinical Evaluations (OSCEs) in the
assessment of an institution’s medical students.
• Information about the use of narrative comments from medical school course, clerkship, or
elective directors in the composition of the MSPE.
• Information about the process by which the MSPE is composed at the medical school. •
Information about whether the student is permitted to review his/her MSPE prior to transmission.

There are two ways to transmit Medical School Information in the MSPE: 1) Loaded into ERAS as one
document and attached to each MSPE or 2) Linked to from a URL included in the MSPE. In those
circumstances where the MSPE is provided outside of ERAS, it should be noted that the Medical School
Information should be attached as an appendix.

5 © 2016 Association of American Medical Colleges

MSPE Sample 1: Leslie Lee

University of Maine
Walter Cronkite School of Medicine

October 2016

IDENTIFYING INFORMATION
Leslie Lee is a fourth-year student in the University of Maine, Walter Cronkite School of Medicine
in Portland, ME.

NOTEWORTHY CHARACTERISTICS
❖ During her second year, Ms. Lee served as the student coordinator for the Community-Based
Sanctuary Clinic and secured a $500,000 grant from the United Way of Maine to equip a
new seven-room ophthalmology suite for the facility.
❖ Ms. Lee passed her USMLE Step 1 examination two months after the death of her mother in a
motor vehicle accident.
❖ Ms. Lee gave birth to a son this past August. She successfully completed all her M3 clinical
rotations on time, spent the month of August on a pre-arranged research rotation, and commenced
her Emergency Medicine rotation in mid-September.

ACADEMIC HISTORY
Date of Initial Matriculation in Medical School August 2013

Date of Expected Graduation from Medical School May 2017

Please explain any extensions, leave(s), gap(s) or break(s) in the Not applicable
student’s educational program below:
 Information about the student’s prior, current, or expected enrollment Not applicable
in, and the month and year of the student’s expected graduation from
dual, joint, or combined degree programs.

Was the student required to repeat or otherwise remediate any course Yes
work during her medical education? If yes, please explain.
• Ms. Lee successfully completed the second-year Microbiology & Infectious
Disease course through reexamination

Was the student the recipient of any adverse action(s) by the medical No
school or its parent institution?

ACADEMIC PROGRESS
Professional Performance
Ms. Lee has met all the stated objectives for professionalism at University of Maine, Walter
Cronkite School of Medicine. We have assessed all students' communication skills, adaptability,
respect for patients and respect for the health care team, cultural competency, accountability,
initiative, and composure under stress.

6 © 2016 Association of American Medical Colleges

MSPE Sample
1 Re: Leslie Lee
Page 2 of 4

Preclinical Coursework
Ms. Lee successfully completed the Foundational Sciences curriculum, which is graded pass-fail.

In the first-year Introduction to Clinical Medicine course, the faculty said, “Ms. Lee had worked as a
scribe in an ER, and she put her experience to good use. She consistently did outstanding write-ups. She
contributed well and was willing to share her knowledge and experience with the class. She was willing
to listen to feedback and was thoughtful about it. She did a lovely job as the group’s representative to
the ICM Student Advisory Council—always soliciting feedback and sharing reports from the meetings.
Leslie was also very reflective about her learning and worked hard to improve her own and others’
experiences.”

In the second-year Introduction to Clinical Medicine course, the faculty noted, “Ms. Lee consistently
contributed a strong team mindedness and a reassuring, amiable, and uplifting collegiality with peers
and patients alike. Progressively through the year, Leslie honed commendably facilitative interview
rapport and repartee with individual patients from a striking diversity of backgrounds. She also
demonstrated advanced skills with written and oral clinical communications and clinical reasoning. Her
OCPs became direct, crisp, and effective across bedside and work-room zones. Leslie could be counted
on to be eager and spirited with all learning opportunities. She was on a good road to good doctoring. It
was a pleasure to serve as her mentor and preceptor.”

Clerkships (in chronological order)

Surgery (August - October 2015) Asked good questions. Always wanted 50%
Grade: Pass Overall grade based on: to learn in each setting." Her 40%
Clinical: 33%, Exam: 33%, OSCE: 34% anesthesiology attending said, “Came 30%
promptly each day.” She was assigned 20%
Ms. Lee had a strong start for clinical to neurological surgery for her specialty 10%
rotations. Residents reported, “[She] rotation and her attending commented, 0% Honors High
conscientiously cared. Eager to help. “Good student for this time of year. Pass
 Pass Fail

Will be able to present more succinctly as she gains clinical experience. She passed her OSCE without
difficulty. We advised her to practice focused presentations. Good job for the first rotation.”

Psychiatry (October - November with us. She rapidly developed rapport 50%
2015) Grade: High Pass Overall grade with our patients and actively 40%
based on: Clinical: 50%, Exam: 20%, participated in group meetings. She not 30%
OSCE: 30% only knew her patients, but also 20%
10%
obviously had read about the other
0%
Ms. Lee had an excellent rotation. Her patients on the team. In one case, she Honors High
child psychiatry team commented, “We noted that her patient, a gymnast, Pass
enjoyed having Leslie work on 3SW developed Pass Fail

worsened symptoms of anxiety when she was not able to exercise. This led her to a study of mood and
exercise with Dr. Bernard Shaw. Staff found her to be caring and to communicate well. Initially, she
was a bit terse in her presentations, but this quickly resolved within one week. Very unexpectedly, she
had difficulties with the shelf exam, but passed upon retaking it. We hope she chooses psychiatry!”

7 © 2016 Association of American Medical Colleges

MSPE Sample
1 Re: Leslie Lee
Page 3 of 4

Family Medicine (DecemberInternal Medicine (January inpatient VA where her Honors High Pass
2015) Grade: Pass Overall - March 2016) Grade: High attending commented,
grade based on: Clinical: Pass Overall grade based on: "Excellent student who knew
10%, Exam: 90% Clinical: 40%, Exam: 25%, her patients well. She
OSCE: 20%, Documentation: responded to all of my
Ms. Lee rotated in the office 15% questions
of Paul Harvey, MD, one of 50% 40% 30% 20% 10% 0%
our rural family medicine Her first rotation was in
faculty members. His ambulatory medicine where
comments were: “Good her preceptor commented, Honors High Pass
student. Worked hard.” "Very good student. She was
Suggestion: “Read more.” well prepared for clinic.
Stayed late to help on several 50% 40% 30% 20% 10% 0%
nights." Her next rotation was
Pass Fail Pass Fail

on rounds and looked up the medical literature." Her resident commented, "I recommend Leslie
strongly. She integrated with the team and always wanted to help us with ward work. I would love to
have her on my team next year." Her final rotation was Nephrology at University Medical Center. Her
preceptor commented, "Pleasant, easy to teach. I think she is interested in pediatrics, but still put forth
good effort on our service."

Obstetrics-Gynecology (April 2016) Grade: High Pass Overall grade based on: Clinical: 75%, Exam: 25%
Really great teamwork. Residents tremendous work ethic. When one of 30%
reported she quickly fit into the team our interns called in sick, Leslie stepped 20%
and made sure all the work was done up to staff the triage station and 10%
whether it was on her patients or those performed 0%
Honors High
of her colleagues. The L&D director 50% Pass
wrote, "Absolutely delightful student 40% Pass Fail
with a great sense of humor and

splendidly. She even could read rhythm strips accurately. The nurses commented they preferred her

communication and teamwork to the intern who had been scheduled. We would take her into our
program in a fetal heart beat." Her Gynecology Oncologist attending reported, "Very cooperative. Read
a lot."

Pediatrics (May - June 2016) Grade: whom I have worked for two years. She 50%
Honors Overall grade based on: efficiently bonds with the children and 40%
Clinical: 40%, Exam: 40%, Project: communicates well with family 30%
20% members. Many parents told me they 20%
would want her for their pediatrician! 10%
0%
On 5200, her attending raved about her: She helped educate the team with the Honors High
"Dr. Lee clearly is the best M3 with latest journal Pass
Pass Fail

8 © 2016 Association of American Medical Colleges

MSPE Sample
1 Re: Leslie Lee

Page 4 of 4

articles on the esoteric cases. In fact, she was able to suggest tuberculous meningitis in one patient based
on her reading and this proved to be correct! She helped the entire team stay on task and even made sure
our case manager and the parents were kept informed of all plans. We hope she will stay at CSOM for
residency." Her clinic preceptor, Katie Couric, MD, commented, "It is students like Leslie Lee that
remind me why I teach and even why I went into pediatrics. She is a joy. My office staff all wanted her
to stay longer. Please send more such outstanding students." Suggestion for improvement: “Stay with
us!”

SUMMARY
Ms. Lee’s performance places her in the 2nd quartile of her class. Class quartile is calculated based on 3rd
year rotation performance that combines shelf exams (30%), clinical grades (50%) and OSCE
performance (20%). In addition, we provide comparative information on Ms. Lee’s performance in the
six general competencies.

30 25 20 15 10 5 5 First Second Third Fourth

4
0
6 3
2
Academic Standing 1
0
Sincerely,
Jorge Ramos
Jorge Ramos, MD
Senior Dean for Student Affairs

MEDICAL SCHOOL INFORMATION

For additional information about the University of Maine, Walter Cronkite School of Medicine,
please see: www.maine.edu/csom/medicalschoolinformation2017

Walter Cronkite College of Medicine

University of Maine Medical Campus
1000 Medical Center Drive
Portland, ME 04123
(207) 555-5555

9 © 2016 Association of American Medical Colleges

MSPE Sample 2: Shelby Rey

October 2016

IDENTIFYING INFORMATION
Shelby Rey is a fourth-year student in the Medical College of Montana in Medicine Lake, MT.

NOTEWORTHY CHARACTERISTICS
❖ Mr. Rey began has been conducting research with Myrna Loy, MD, PhD, on the subject of epigenetic
factors influencing childhood obesity since the end of his first year of medical school. This research has
resulted in a series of publications including one with him as first author in the journal Lancet. ❖ Mr.
Rey is the first member of his family to graduate from college.

ACADEMIC HISTORY
Date of Initial Matriculation in Medical School August 2012

Date of Expected Graduation from Medical School May 2017

Please explain any extensions, leave(s), gap(s) or break(s) in the September

student’s educational program below: 2013 – July
2014

In August 2013, Mr. Rey pled guilty to Driving While Intoxicated. He sought treatment
under the guidance of the school’s Physician Well-Being Committee. He also used this
time to further his research, but his primary focus was his health and the safety of his
patients. He has not had any evidence of further issues and in fact has become an
advocate for physician health.
 Information about the student’s prior, current, or expected enrollment Not applicable
in, and the month and year of the student’s expected graduation from
dual, joint, or combined degree programs.

Was the student required to repeat or otherwise remediate any course No

work during his/her medical education? If yes, please explain.

Was the student the recipient of any adverse action(s) by the medical No
school or its parent institution?

ACADEMIC PROGRESS
Professional Performance
The Medical College of Montana uses the ACGME definition of professionalism and assesses the
student’s commitment professional conduct and ethical principles; altruism; compassion; honesty;
integrity; cultural competency; accountability; and teamwork. As noted above, Mr. Rey pled guilty to a
DWI in 2013 and took full ownership of his behavior and actively engaged in his treatment. Mr. Rey has
met all court/legal requirements. He openly shares his experiences with his peers and encourages them
to seek help when experiencing any difficulty. Mr. Rey has not had any additional problems during his
tenure and therefore has met the stated objectives for professionalism at MCM.

10 © 2016 Association of American Medical Colleges

MSPE Sample
2 Re: Shelby
Rey Page 2 of 5

Preclinical Coursework
Mr. Rey successfully completed the Foundational Sciences curriculum which is graded pass-fail.

In the first-year Introduction to Clinical Medicine course, the faculty said, “Mr. Rey was polite and
deferential. He completed his assignments and assisted the group in discussing the cases assigned.
Although quiet, the depth of his knowledge impressed me. ”

In the second-year Introduction to Clinical Medicine course, the faculty noted, “Mr. Rey developed into a
student leader with the group. He often helped organize the learning assignments and even coached his
classmates in their presentations. His colleagues learned they could rely on his knowledge and mentoring.
He appeared relaxed in his interactions with patients, often using humor to improve communication. He
also demonstrated advanced skills with written and oral clinical communications and clinical reasoning.
His OCPs were among the best in the class in terms of delivery and content.”

Clerkships (in chronological order)

Surgery (August - October 2015) surgery. He eagerly participated in all said, “Vast
Grade: Honors Overall grade based areas of the care of patients from seeing 50%
on: Clinical 33%, Exam: 33%, OSCE: them 40%
34% in the 30%
ER 20%
Mr. Rey started off his clinical rotations 10%
in outstanding fashion. His orthopedic 0%
surgery attending commented, “Knows through discharge. Fun student to Honors High
his anatomy better than most of my teach!” His anesthesiology attending Pass
residents. Always came prepared for Pass Fail

knowledge of physiology and pharmacology. Wanted to learn techniques.” On the trauma surgery
 service, his attending noted, “Impressive knowledge of anatomy combined with ‘great hands.’ He could
close as well as most interns. This is impressive for this stage in his training. I hope he will chose
trauma surgery as a career.” He was assigned to neurological surgery for his specialty rotation and his
attending commented, "Good student for this time of year. Will be able to present more succinctly as he
gains clinical experience." He scored at the 95th percentile on the shelf exam and did very well on the
OSCE.
Psychiatry (October - November 20% 0%
2015) Grade: High Pass 50% Mr. Rey proved a strong medical particular seemed to enjoy working
student. His ability to conduct an with Dr. Martha Jane Cannary-Burke on
Overall grade based on: Clinical 50%, our psychiatry emergency service. She
Exam: 20%, and OSCE: reports, “Mr. Rey could be counted on
to be the first person to see new
40%
30%. 10%
interview in English or Spanish proved Honors High
highly useful. He
30% Pass
Pass Fail

consults in the ED and to provide an outstanding summary of the case.” He achieved one of the
highest grades on the shelf exam this year.

11 © 2016 Association of American Medical Colleges

MSPE Sample
2 Re: Shelby
Rey Page 3 of 5

Family Medicine (Decemberhis research, but he managed first day. He can facilely
2015) Grade: Honors to even explain it to a country discuss the pathophysiology
Overall grade based on: doctor!” and microbiology of many of
Clinical 10% and Exam 90%. our ward patients’ conditions. Honor
Mr. Rey rotated at the Internal Medicine (January Now you might think this s High Pass
Montana Mesa Mission - March 2016) Grade: would make him disliked by
Medical Group for his Family Honors Overall grade based the other members
Medicine rotation. The on: Clinical 40%, Exam 25%, 50% 40% 30% 20% 10% 0%
supervising physicians there OSCE 20%, and
indicated he worked hard and Documentation 15%
knew his facts well. One of
them commented, “He His first rotation was
worked hard and won the inpatient at St. Eligius
admiration of the staff.” Hospital where his attending 50% 40% 30% 20% 10% 0%
Another said, “I had no idea commented, “Shelby’s Honor
what he was talking about in brilliance becomes evident on s High Pass
Pass FailPass Fail
 of the team, but instead, because of his self-effacing humor and dedication to supporting his colleagues,
the interns and residents unanimously told me they felt he was the best student they had met.” On
ambulatory medicine his preceptor commented, "Very good student. He was well prepared for clinic.”
His final assignment was the CCU at University Medical Center where the fellow wrote, “One of the best
students I have ever met. He has a tremendous trove of knowledge, but fits into the team smoothly.” The
attending commented, “Mr. Rey represents the ideal of the scholarly physician which I feared no longer
existed. He constantly seemed to provide references to germane literature. His discussions of his cases
proved succinct and delightful. I hope I convinced him that interventional cardiology would fit his talents
ideally."

Obstetrics-Gynecology (April 2016) 20% director wrote, "Hard working.

Grade: Honors Overall and strong work ethic. Residents Knowledgeable. Enjoyable to teach."
50%
reported he meshed with the His IVF attending reported, "With his
research background in epigenetics, he
grade based on Clinical 75% and Exam
proved an
25%

40%
10%
30%
0%
Impressive mix of outstanding medical team. He could be counted upon to Honors High
knowledge with teamwork provide the latest literature on Pass
controversial subjects. The L&D Pass Fail

informative colleague to me and my staff. We greatly enjoyed learning of his groundbreaking findings
in epigenetics related to obesity. But he was not at all snobbish. On the contrary, he remained humble
and inquisitive. We hope to recruit him into our residency program."

12 © 2016 Association of American Medical Colleges

MSPE Sample
2 Re: Shelby
Rey Page 4 of 5

Pediatrics (May - June 2016) Grade: 20% deeply about their care." He did his
Honors Overall grade working, well-read medical student who ambulatory rotation with Charlie Pride,
related well to the parents DO, who commented, "I was honored
50%
to have Shelby in our Free
based on: Clinicals 40%, Exam 40%,
and Project: 20%.

40% 10%
30% 0% Honors High
On 2700, his attending commented, as well as the clinical staff. He was Pass
"Dr. Rey proved to be a hard perhaps a bit tentative with some of the Pass Fail
younger patients, but seemed to care

Weigh Program. He even provided a lecture to the teens at our summer camp about his findings in his
research. One of the most impressive aspects of this lecture is how he communicated his findings from
the Lancet article into a talk that adolescents not only understood, but enjoyed. This included him
creating a video based on Beyoncé’s ‘Formation’ to illustrate his talk. He clearly can communicate
 with teens!"

SUMMARY
Mr. Rey has earned a designation of outstanding as a candidate for graduate medical education. This
evaluation is based upon shelf exams (50%), clinical grades (25%), and OSCE performance (25%). In
addition, we provide comparative information on Mr. Rey’s performance in the six general
competencies.

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654 3210

,
Sincerely

Gary Cooper

Gary Cooper,
MD
Senior Vice Dean for Academic Affairs

13 © 2016 Association of American Medical Colleges

MSPE Sample
2 Re: Shelby
Rey Page 5 of 5

MEDICAL SCHOOL INFORMATION

For additional information about the Medical College of Montana, please
see www.MCM.edu/medicalschoolinformation2017

Office of the Dean

25 Tombstone Way
Medicine Lake, MT 59247
(406) 555-5555
 14 © 2016 Association of American Medical Colleges
Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

AAMC MSPE Task Force: Phase II

The next phase of the Task Force’s work will focus on the development of guidelines, or “traffic rules,”
outlining when and how an MSPE can be altered. Potential scenarios to be addressed include: • If a
student has a negative action after the October 1 submission, should it be reported and how? • If a writer
finds grammatical errors or would like to include additional information that was not disclosed prior to
submission, is that acceptable? How should it be done?
• Who has the jurisdiction over how much of the academic record is added to the MSPE?

As the residency application and selection process continues to evolve, the AAMC and members of the
Task Force welcome feedback for consideration when making future enhancements to the MSPE
template. Feedback can be sent to mspe@aamc.org.

15 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)
AAMC MSPE Task Force Members (2016)
AAMC Council of Deans Representative
Cynda Johnson, MD, MBA
President and Dean
Virginia Tech Carilion School of Medicine
cajohnson@carilionclinic.org
Angela Nuzzarello, MD, MHPE
Associate Dean for Student Affairs
Associate Professor of Psychiatry
Oakland University WilliamBeaumont School of Medicine
nuzzarel@oakland.edu
AAMC Organization of Resident Representatives
Representative

AAMC Group on Educational Affairs Meghan E. Kapp, MD

Resident Physician, Department of Pathology Vanderbilt
Representative
University
Karen E. Hauer, MD
Director of Internal MedicineClerkships, Department of Medicine Council of Medical Specialty Societies Organization of
Director of Student Assessment, School of Medicine Professor of Program Director Associations(OPDA)Representative
Medicine
UCSF School of Medicine Deborah S. Clements, MD, FAAFP
Karen.hauer@ucsf.edu Nancy and Warren Furey Professor of Community Medicine
andChair
AAMC Group on Resident Affairs Family andCommunity Medicine
Representative Northwestern University Feinberg School of Medicine
ProgramDirector, Northwestern McGaw Family Medicine
Daniel Wayne Giang, MD Residency at Lake Forest
AssociateDean dclements@northwestern.edu
Director of Graduate Medical Education
Loma Linda University Medical Center Specialty Societies Representatives
dgiang@llu.edu
Jeffrey Love, MD
President, Board of Directors, Council on ProgramDirectorsin
AAMC Group on Student Affairs
Emergency Medicine Founding ProgramDirector, Professor and
Representatives Vice Chair of Academic Affairs
Lee Jones, MD [Chair] GeorgetownUniversityHospital
Associate Dean for Students Jnlove1@verizon.net
Health Sciences Clinical Professor of Psychiatry UCSF School of
Medicine Robert Sterling, MD
Chair, AAMC Group on Student Affairs Council of Orthopedic Residency Directors Assistant Professor
Lee.jones@ucsf.edu Department of Orthopaedic Surgery
Johns Hopkins University
Hilit Mechaber,MD Bayview Medical Center
Associate Dean for Student Affairs rsterli6@jhmi.edu
Associate Professor of Medicine
University of Miami Leonard M. Miller School of Medicine
hmechabe@med.miami.edu

16 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

AAMC Staff
Geoffrey Young, PhD
Senior Director, Student Affairs and
Programs gyoung@aamc.org

Brandon Hunter
Director, Student Affairs and
Programs bhunter@aamc.org

Dana Dunleavy, PhD

Director, Admissions and Selection
 Research ddunleavy@aamc.org

Amy Addams
Director, Student Affairs Strategy and
Alignment aaddams@aamc.org

17 © 2016 Association of American Medical Colleges

Recommendations for Revising the Medical Student
Performance Evaluation (MSPE)

MSPE TASKFORCE Committee Makeup (2015)

Lee Jones, MD [Chair]
Associate Dean for Student Affairs
University of California, Davis, School of Medicine
Chair Elect - AAMC Group on Student Affairs
Council of Medical Specialty Societies
Organization of Program Director Associations
(OPDA) Representative Deborah S. Clements,
MD, FAAFP
Nancy and Warren Furey Professor of
Community Medicine and Chair
Family and Community Medicine
Northwestern University Feinberg School of Medicine Program
Director: Northwestern McGaw Family Medicine Residency at
Lake Forest
Group on Resident Affairs Representative Daniel
Wayne Giang, MD
Associate Dean
Director of Graduate Medical Education
Loma Linda University Medical Center
Group on Education Affairs Representative Karen E.
Hauer, MD
Director of Internal Medicine Clerkships,
Department of Medicine
Director of Student Assessment, School of Medicine
Professor of Medicine, UCSF
Group on Student Affairs Representatives Maureen
Garrity, PhD
Dean for Student Affairs Department of Orthopaedic Surgery
University of Colorado School of Medicine 13120 E Johns Hopkins University
19th Ave Bayview Medical Center
MS C292Aurora, CO 80045-2567
Council of Deans Representative Cynda
W. Scott Schroth, MD, MPH Johnson, MD, MBA
Associate Dean for Administration President and Dean
George Washington University School of Medicine
Virginia Tech Carilion School of
and Health Sciences
Medicine
Hilit Mechaber, MD
Organization of Resident
Associate Dean for Student Affairs
University of Miami Leonard M. Miller School of Medicine Representatives
Angela Nuzzarello, MD, MHPE Meghan E. Kapp, M.D.
Associate Dean for Student Affairs Resident Physician, Department of Pathology Vanderbilt
Oakland University William Beaumont School of Medicine University

Specialty Societies Representatives Jeffery AAMC Staff

Love, MD Geoffrey Young, PhD
President, Board of Directors, Council on Program Senior Director, Student Affairs and Programs
Directors in Emergency Medicine Georgetown
University Hospital Jayme Bograd
Founding Program Director, Professor and Vice Chair of Director, Student Affairs AAMC
Academic Affairs
Dana Dunleavy, PhD
Robert Sterling, MD Manager, Admissions Research
Council of Orthopedic Residency Directors (CORD)
Assistant Professor April Morrow
Senior Specialist, Group on Student Affairs

18 © 2016 Association of American Medical Colleges