Casper key terms

A situational-judgment assessment used by health professional programs that presents short video or text scenarios and asks candidates to type open-ended responses about what they would do and why.

An assessment format that measures how a candidate reasons through realistic workplace dilemmas rather than testing memorized knowledge, with scoring based on the quality of judgment shown.

The ability to read other people's emotions, intentions, and social cues accurately, and to adjust one's own behavior in response to that reading.

Behaving in line with the standards, ethics, and responsibilities expected of a member of a health profession, including accountability, integrity, and respect for boundaries.

Understanding and sharing another person's feelings well enough to respond in a way that acknowledges their experience, without necessarily agreeing with or taking on their emotions.

Feeling pity or sorrow for someone else's misfortune from a position outside their experience, which can distance the responder rather than connect with the person.

An emotional response to another's suffering that includes a genuine wish to help relieve it, combining awareness of the feeling with motivation to act.

Paying full attention to a speaker, reflecting back what was said, asking clarifying questions, and withholding judgment so the speaker feels heard and understood.

Deliberately imagining a situation from another person's point of view, including their knowledge, constraints, and emotional state, to better understand their behavior.

The intellectual capacity to identify and understand what another person is thinking or feeling, distinct from actually sharing that emotional state.

The ability to monitor, manage, and appropriately express one's own emotions, especially under stress, so feelings do not distort decisions or harm others.

Recognizing one's own emotions, biases, strengths, and limits, and understanding how these affect one's judgments and interactions with other people.

Unconscious attitudes or stereotypes that influence perceptions and decisions without the person's deliberate awareness, potentially producing unfair treatment of others.

A lifelong stance of openness toward patients' cultural backgrounds, combined with reflection on one's own assumptions and willingness to learn from the person in front of you.

The knowledge and skills needed to work effectively across cultural differences, including awareness of how culture shapes health beliefs, communication, and help-seeking behavior.

The principle that everyone should have a fair opportunity to reach their best health, which requires removing avoidable barriers rather than treating all patients identically.

The conditions in which people are born, grow, work, and age, such as income, housing, and food access, that shape health outcomes beyond medical care.

The limits that define an appropriate relationship between a professional and a patient or colleague, protecting both parties from exploitation, role confusion, and conflicts of interest.

A situation in which a professional holds more than one role with the same person, such as clinician and friend, which can compromise objectivity and create ethical risk.

A circumstance where a personal, financial, or other interest could improperly influence professional judgment, requiring disclosure or withdrawal from the decision.

Consistently acting according to honest and ethical principles, including doing the right thing when it is inconvenient and no one is watching.

Taking responsibility for one's actions, decisions, and mistakes, and being willing to explain them to patients, supervisors, or the team.

The duty to protect private patient information and share it only with those who need it for care, with limited exceptions defined by law or safety.

Obtaining a person's voluntary agreement to a test, treatment, or involvement after they understand the purpose, risks, benefits, and alternatives in plain language.

The ethical principle that competent people have the right to make their own decisions about their body and care, even when others disagree with those choices.

The ethical obligation to act in the patient's best interest and to promote their welfare, balancing potential benefits against possible harms.

The ethical duty to avoid causing harm, sometimes summarized as first do no harm, and to weigh risks carefully before acting.

Care that treats the patient as a whole person, respects their values and preferences, and involves them in decisions rather than applying one standard approach to all.

A collaborative process where the clinician explains options and evidence while the patient shares values and preferences, and both agree on a plan together.

Speaking up on behalf of a patient or community to address unmet needs, remove barriers, or challenge practices that disadvantage them.

Reporting wrongdoing or unsafe practice within an organization, typically after internal channels fail, in order to protect patients or the public.

Honestly informing a patient when a mistake has affected their care, explaining what happened and what will be done, rather than concealing or minimizing it.

A situation in which two or more legitimate values or duties conflict, so any choice requires sacrificing something important and requires reasoned justification.

The process of sorting patients by urgency of need so limited resources go first to those at greatest risk of serious harm.

Deciding how to distribute limited staff, time, equipment, or money among competing needs, guided by fairness, need, and likely benefit.

The ethical principle concerned with fairness in the distribution of benefits and burdens, and with treating people equitably rather than according to irrelevant differences.

Working respectfully with members of other health professions, sharing information and coordinating roles, to deliver safer and more effective care.

Addressing disagreement directly and respectfully, focusing on interests rather than personal attacks, to reach a workable solution that preserves working relationships.

Expressing one's needs, concerns, or disagreement clearly and respectfully without either passivity or aggression, including the ability to say no.

Referring a concern or problem upward to someone with more authority or expertise when it exceeds one's scope or is not being resolved at the current level.

The boundaries of what a professional is trained, licensed, and permitted to do, which require recognizing when to seek help or hand over care.

A state of physical and emotional exhaustion from prolonged workplace stress, marked by cynicism and reduced sense of accomplishment, which affects judgment and care quality.

Deliberate habits that maintain one's own physical and mental health, such as sleep, boundaries, and seeking support, so one can keep caring for others sustainably.

A question that invites a full explanation rather than a yes or no answer, encouraging the other person to share concerns and context in their own words.

Restating what someone said in one's own words to confirm understanding and signal attention, often prefaced by phrases like so what I hear you saying is.

Using calm language, space, and validation to reduce another person's agitation or anger before it becomes dangerous, rather than matching their intensity.

Regularly reviewing one's own actions and reactions after an interaction to identify what went well, what to change, and what to learn.

Specific, timely information about one's performance, given or received constructively, that supports improvement rather than blame.