Scoring Rubrics

Following your candidate interview, you will complete the evaluation form in AMP. On a scale of 1-5, you will be asked to provide a score for each competency assessed in the interview. You will also have the option to submit additional comments. Detailed instructions on how to submit your evaluation form are available on the AMP Instructions tab.

The scoring rubrics for each of the evaluated competencies are included below. You can also refer to our Rubrics & Source Data for Applicant Evaluation.

Competency: Mission Potential

Evaluate the candidate's potential to contribute to our mission of Discovery & Innovation:

Discovery is finding something new that was not known before. innovation is to do something in a new way; to have new ideas about how something can be done, make changes in something established, especially by introducing new methods and ideas. They differ from growth mindset in that growth mindset is more of an internal process of self-discovery and insight while innovation and discovery are more outwardly focused and measured by uncovering new information, making change and having impact. A spirit of Discovery & Innovation should ultimately lead to improvement in the human condition. 

5 (Significant Mission Potential)

Extraordinary, significant, and consistent over time instances of adding to a body of knowledge and/or creating new methods and ideas. Sustained and extensive commitment to this with reflections on what they have learned from it and the impact that they have had. To attain this highest score, applicants will ideally have had leadership in these activities.

4 (Strong Mission Potential)

Prolonged and significant instances of adding to a body of knowledge and/or creating new methods and ideas. Sustained single activity or intermittent commitments to this with reflections on what they have learned from it and what impact they may have had.

3 (Solid Mission Potential)

Significant instances of adding to a body of knowledge and/or creating new methods and ideas. OR single brief (e.g. over a summer) commitment to adding to a body of knowledge and/or creating new methods and ideas OR a description of having tried to have activities in this area but faced significant barriers (e.g. pandemic related factors).

2 (Some Mission Potential)

Some instances of participation adding to a body of knowledge and/or creating new methods and ideas but without leadership or personal reflections on the experience OR a description of having tried to have activities in this area but faced barriers (e.g. pandemic related factors).

1 (Minimal Mission Potential)

No evidence of having explored avenues to add to a body of knowledge or any personal reflections that expressed a desire.

Notes: While Discovery & Innovation in academic medical centers most frequently occurs through structured research, candidates may bring with them alternative settings in which they have sought to contribute to uncovering new knowledge and creating change and impact in the organizations and groups where they have worked. 

Competency: Intellectual Inquiry

Demonstrates willingness to engage in lifelong learning, either through formal education or self-directed study, adapts to new circumstances, and applies new knowledge. Questions their own assumptions and delves deeper into the nature of truth through curiosity-driven investigation in any of the four general modes of inquiry: textual analysis; scientific & mathematical analysis; artistic creation; historical, social, & cultural analysis.

5 (Significant Intellectual Inquiry)

Extensive experiences exploring how STEAM* text, art, history, and/or science and math shape our lived experience or seek to understand an event or phenomenon. Experiences may include research, publications, posters, artistic creation or performance. Demonstrates substantial desire for continued lifelong learning.

4 (Strong Intellectual Inquiry)

Variety of experiences intermittently over time OR briefly at one time exploring how STEAM, text, art, history, and/or science and math shape our lived experience or seek to understand an event or phenomenon. Experiences may include research, publications, posters, artistic creation, performance or practical experiences gained through activities. Demonstrates strong interest for continued lifelong learning.

3 (Solid Intellectual Inquiry)

Few experiences over time exploring how STEAM, text, art, and/or history, shape our lived experience or seek to understand an event or phenomenon. Experiences may include research, publications, posters, artistic creation, performance or practical experiences gained through activities. Demonstrates an interest for continued lifelong learning.

2 (Some Intellectual Inquiry)

A single experience exploring how STEAM, text, art, and/or history, shape our lived experience or seek to understand an event or phenomenon. Experiences may include research, publications, posters, artistic creation, performance or practical experiences gained through activities. Alludes to an interest for continued lifelong learning.

1 (Minimal Intellectual Inquiry)

Little or no experiences exploring how STEAM, text, art, and/or history, shape our lived experience or seek to understand an event or phenomenon and instead lives a life without a sense of inquiry. Experiences may include research, publications, posters, artistic creation, performance or practical experiences gained through activities. Does not indicate a desire for continued lifelong learning.

Notes: Scores should be based on the candidate's activities and what options were available to them. Example: inquiry may occur in a formal research or internship setting or as part of paid construction labor or in problem solving on a family farm. Scores should be based on the efforts, the consistency, and what the candidate learned about themselves in the inquiry.

*STEAM = Science, Technology, Engineering, Agriculture, Math

Competency: Critical Thinking

Uses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.

5 (Significant Critical Thinking)

Insightfully interprets data or information; identifies obvious as well as hidden assumptions. Insightfully relates concepts and ideas from multiple sources. Uses new information to enhance final solution. Recognizes missing information. Creates an advanced understanding of the logical stream of information for cause and effect and predictable outcomes and applies most of the information gained to lead to a logical solution.

4 (Strong Critical Thinking)

Accurately interprets data or information; identifies obvious assumptions. Accurately relates concepts and ideas from multiple sources. Creates an above average understanding of the logical stream of information for cause and effect and predictable outcomes and applies some of the information gained to lead to a logical solution.

3 (Solid Critical Thinking)

Makes some errors in data or information interpretation. Inaccurately or incompletely relates concepts and ideas from multiple sources. Has a limited understanding of the logical stream of information for cause and effect and predictable outcomes and applies only a limited amount of the information gained to lead to a logical solution.

2 (Some Critical Thinking)

Interprets data or information incorrectly. Poorly integrates information from more than one source to support final solution and applies almost none of the information gained to lead to a logical solution.

1 (Minimal Critical Thinking)

Does not evaluate data, information, or evidence related to final solution. Does not apply the information gained to lead to a logical solution, i.e. answer is unrelated to the question asked and does not use what was given to formulate an answer.

Notes: Like intellectual inquiry, this category should be scored based on what is available to the applicant and gleaned from how they think and describe their journey.. Is their response just a recitation of events and facts or have they demonstrated a deeper analysis? How do they work through interview questions?

Competency: Service Orientation

Shows a commitment to something larger than oneself; demonstrates dedication to service and a commitment to making meaningful contributions that meet the needs of communities.

5 (Significant Service Orientation)

Extraordinary and significant service experience. Sustained and extensive commitment to one or more organizations or groups. Lifetime of activities that benefit others. Demonstrates/describes multiple activities where significant impact has been demonstrated and that impact has been multiplying beyond direct activities generated. Has a well-defined future personal mission in medicine of service to others.

4 (Strong Service Orientation)

Prolonged and significant service experience. Sustained commitment to an organization or group. Lifetime of activities that benefit others.  Demonstrates/describes multiple activities where an impact has been demonstrated and that impact has been multiplying beyond direct activities generated. Has a well-defined future personal mission in medicine of service to others.

3 (Solid Service Orientation)

Significant service experience. Sustained or intermittent commitment to organizations or groups with a similar theme or work. Lifetime of activities that benefit others. Demonstrates/describes activities where an impact has been demonstrated. Has a well-defined future personal mission in medicine of service to others.

2 (Some Service Orientation)

Superficial service experience. Brief and/or intermittent activities that may benefit others with a variety of different entities over time without demonstrable impact demonstrated, described, or expected. Does not describe or demonstrate from previous activities a well-defined future personal mission in medicine of service to others.

1 (Minimal Service Orientation)

Evidence of activities that were done primarily for exposure to experiences rather than for the benefit of others and without an expectation of impact on the organization or group. No statement or activity that demonstrates an intent for a mission of service to others. OR activities that were done in the name of service which likely caused harm to others.

Notes: Service history is very much based on options open to applicants. Attitudes toward service to benefit others more than themselves is less so. Service can take many forms and should be scored based on how much was done, with what consistency and commitment, and reflections on what they gained from it.