Student’s Rotation Self-Evaluation Process
Purpose: This confidential information is used as a tool to track progress in meeting the general course competencies throughout the experiential experience.
This is not a “grading” tool. It promotes student self-evaluation in preparation for self-directed life-long learning. The instructors offer their observations to help students realistically examine their strengths and weaknesses.
Use: The student will self-evaluate their level of competency using the Rotation Self-Evaluation on the Student Clerkship web site. Go to the School of Pharmacy Website and click on ‘Login’ in the upper right corner. Choose ‘Clerkships’ from the menu to bring up the Student Clerkship page. The student will self-evaluate at the following times:
| 1 | Baseline Self-Evaluation | Done ONCE prior to the start of Block 1 |
| 2 | Rotation SMART Goals | Done by the second week of each rotation |
| 3 | Rotation Self-Evaluation | Done by the last week of each rotation |
When completing the Baseline and Rotation Self-Evaluations, the student will enter the corresponding letter code located at the top of the competency statement. Each statement needs to have a letter code evaluation. Please refer to the SPE Rating Scale Guidance.
Letter Codes
| NA | DNK | K | KH | SH | D |
|---|---|---|---|---|---|
| Not Applicable | Does Not Know | Knows | Knows How | Shows How | Does |
Process:
- Instructors will review the Baseline Self-Evaluation (found in the SPE History) on the first day of rotation to identify the student’s strengths and weaknesses and determine focus areas.
- Students will document Rotation SMART Goals to enhance their learning during the APPE rotation by week two. SMART goals should be written as a statement and include specific, measurable, action-oriented, reasonable, and time-bound components. SMART goals for APPE rotations should be at the Bloom’s Taxonomy learning level of analysis, synthesis, or evaluation.
S Specific Goal precisely states what you want to be able to do by the end of the rotation M Measurable Goal can be observed at the end of the rotation A Action-Oriented Goal represents the change in knowledge or skill – see example action verbs R Reasonable Goal is appropriate to the rotation time and scope T Time-Bound Goal can be achieved at the end of the rotation Bloom’s Taxonomy Learning Levels Level Example Action Verbs Evaluation Evaluate drug therapy appropriateness give evidenced-based medicine Assess, conclude, critique, determine, interpret, justify Synthesis Utilize multiple considerations for given case Combine, compile, compose, create, plan Analysis Determine possible causes of a problem given a case Analyze, breakdown, design, develop, diagram Application Apply related facts from a patient case Apply, calculate, complete, demonstrate, graph, modify Comprehension Understand patient case Associate, defend, discuss, estimate, explain Knowledge Understand drug therapy and disease Count, define, describe, identify, list, outline - Students and instructors will evaluate the competency statements using the letter codes at the end of each rotation. The evaluations will be entered online on the clerkship web page.
Note:
Rev. 4/2020
Student Performance Evaluation
Purpose:
- To provide formative and summative feedback to students regarding their ability to meet APPE course objectives.
- To encourage purposeful preceptor and student discussions about student areas of strengths and areas of improvement.
Explanation of Grade for Student Performance Evaluation
Use: The Student Performance Evaluation (SPE) is an APPE observational tool. The preceptor observes the student throughout the APPE and evaluates the student based on the SPE scale. The SPE scale takes into account the student’s knowledge and application, amount of guidance provided by the preceptor, and the degree of student autonomy.
The preceptor evaluates the student at the mid-point of the rotation providing formative feedback. Formative feedback allows the student to self-reflect on their skills and determine areas of strengths and areas of improvement. Feedback at the mid-point is essential for the student to improve on their skills. Of note, the mid-point evaluation is not calculated into the student’s final grade.
The preceptor evaluates the student at the end of the rotation providing summative feedback. At the end of the rotation, the student is evaluated on their ability to accomplish the course objectives. It is important to note that the student should be evaluated on how well they can accomplish the objectives rather than how much they improved during the rotation.
Process: The student performance mid-point and final evaluations are required for all APPE courses. The final evaluation is incorporated into the student’s APPE grade and completion of this evaluation is required for APPE course completion.
A preceptor SPE orientation is available on the Preceptor Development Center and is expected to be reviewed prior to the first time completing the SPE tool with an APPE student.
The SPE tool may be found in the student’s grading record. Preceptors will need to log into the clerkship web page to document their evaluation using the SPE scale. In addition, preceptors are encouraged to document positive and constructive comments. Preceptors and students should set aside time to discuss the mid-point and final evaluations to facilitate discussion of the evaluations, address any questions, and as needed create an action plan for improvement.
| SPE Rating Scale Guidance | |||||
|---|---|---|---|---|---|
| Does Not Know | Knows | Knows How | Shows How | Does | |
| Knowledge & Application Base | Student does not have knowledge of how to perform task | Student has knowledge, but cannot explain how perform task | Student has knowledge and can explain how to perform task | Student applies knowledge to perform task | Student applies knowledge to perform task |
| Guidance | Needs full direction from instructor | Needs extensive direction from instructor | Needs frequent direction from instructor | Needs infrequent direction from instructor | Needs rare direction from instructor although the student may still ask for ocasional input from the instructor |
| Autonomy | No autonomy | Limited autonomy; often instructor must complete the task | Some autonomy. Occasionally instructor must complete the task | Some autonomy. Instructor monitors but does not need to complete the task | High level of autonomy |
Individual Teamwork Observation and Feedback Tool (iTOFT)
Purpose:
- To incorporate formative feedback to the students on their interprofessional teamwork skills.
- To encourage purposeful preceptor/student discussions about interprofessional collaboration
Use: The iTOFT is an APPE Interprofessional Observation tool. The 2016 ACPE standards include a focus on interprofessional education. At graduation, students are expected to be “teamready” and in the APPE year, we need to demonstrate that students are ready to practice as a pharmacist. In today’s practice settings, this includes the ability to communicate and collaborate with other non-pharmacy healthcare professionals.
ACPE requries that “In the aggregate, students gain in-depth experience in delivering direct patient care as part of an interprofessional team.” The APPE interprofessional observation is one tool the UW-Madison School of Pharmacy is implementing to achieve this goal. Feedback will be given using the Individual Teamwork Observation and Feedback Tool (iTOFT). iTOFT is a validated tool that evaluates individual interactions on a team. It is independent of therapeutic content, practice setting, or other team member behaviors and focuses only on the teamwork skills.
Process:
- This activity is required in 740 and 741. The iTOFT evaluation will not factor into the student’s final letter grade, but completion of this activity will be required for course completion.
- This activity will be optional, and encouraged if feasible, in 743, 760, and 769, but is not required for course completion. The iTOFT evaluation will not factor into the student’s final letter grade.
While the iTOFT evaluation does not directly factor into a student’s letter grade, performance on this item could inform a student’s evaluation of the interprofessional item on the Student Performance Evaluation (SPE). You are welcomed and encouraged to use the iTOFT multiple times over the course of the semester, but it only needs to be documented once in the student’s grading record.
Face-to-face interactions with a prescriber (or their student) are preferred opportunities to complete the APPE Interprofessional Observation given ACPE’s expectations.
- If a face-to-face opportunity is not feasible, a non-face-to-face but synchronous interaction is acceptable (i.e. telemedicine or telephone).
- If interaction with a prescriber is not feasible, then a non-prescribing non-pharmacy healthcare professional is acceptable.
The iTOFT tool can be found in the student’s grading record to document their interaction and give feedback. An orientation is available for both students and preceptors regarding the APPE Interprofessional Observation that is expected to be reviewed prior to the first time completing this activity, and re-reviewed as needed. There is also an additional training on discussing the iTOFT with students available for preceptors on the Preceptor Development Center for those preceptors interested.
Preceptor, Site and Course Evaluations
Students are required to submit online evaluations of preceptors, sites and course for each rotation. Evaluations are required from the School of Pharmacy’s perspective to ensure the quality of our preceptors, sites and courses. Additionally, preceptors value constructive feedback given by students and use it to improve their teaching and sites for future students. The evaluations are located in the student’s clerkship website. These course evaluations should be completed prior to the last day of the block. Failure to do so may result in an incomplete or a lower grade for the PPE course.