Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences
Background: Development of successful, practice-ready pharmacists includes ensuring learners are self-aware and able to reflect on knowledge, skills, and abilities. Single-point rubrics allow for evaluators to provide specific, formative, and actionable feedback to learners while encouraging learne...
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University of Minnesota Libraries Publishing
2025-01-01
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| Series: | INNOVATIONS in Pharmacy |
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| Online Access: | https://pubs.lib.umn.edu/index.php/innovations/article/view/5733 |
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| author | Jennifer Wood Riley Bowers Carrie Baker |
| author_facet | Jennifer Wood Riley Bowers Carrie Baker |
| author_sort | Jennifer Wood |
| collection | DOAJ |
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Background: Development of successful, practice-ready pharmacists includes ensuring learners are self-aware and able to reflect on knowledge, skills, and abilities. Single-point rubrics allow for evaluators to provide specific, formative, and actionable feedback to learners while encouraging learner self-reflection. Though evidence indicates reflective practices are important in pharmacy education, there is a general lack of structure for implementation of reflective practices. The primary objective of this study was to compare learner self-evaluations to preceptor and pharmacy resident evaluations for scored learning activities completed on experiential rotations.
Methods: This study compared learner self-evaluations to preceptor and pharmacy resident evaluations for three types of assignments completed during experiential rotations at a community teaching hospital. These assignments included clinical presentations, patient counseling, and written drug information responses. The primary endpoint was differences in overall scores between evaluators.
Findings: A total of 68 learner evaluations were reviewed, with a majority (89.7%) completed by students on Advanced Pharmacy Practice Experiences. Overall, no significant difference emerged between student and preceptor evaluator scores, indicating that students are able to accurately self-reflect.
Conclusion: Pharmacy students on experiential rotations demonstrated consistency in self-scoring and evaluation with preceptors on assignments related to presentations, drug information responses, and patient counseling.
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| format | Article |
| id | doaj-art-0abdb5111c0a4683b10de71ead5ac73d |
| institution | Kabale University |
| issn | 2155-0417 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | University of Minnesota Libraries Publishing |
| record_format | Article |
| series | INNOVATIONS in Pharmacy |
| spelling | doaj-art-0abdb5111c0a4683b10de71ead5ac73d2025-02-09T21:38:40ZengUniversity of Minnesota Libraries PublishingINNOVATIONS in Pharmacy2155-04172025-01-0115410.24926/iip.v15i4.5733Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences Jennifer Wood0Riley Bowers1Carrie Baker2Wingate University School of PharmacyCampbell University College of Pharmacy & Health SciencesCampbell University College of Pharmacy & Health Sciences Background: Development of successful, practice-ready pharmacists includes ensuring learners are self-aware and able to reflect on knowledge, skills, and abilities. Single-point rubrics allow for evaluators to provide specific, formative, and actionable feedback to learners while encouraging learner self-reflection. Though evidence indicates reflective practices are important in pharmacy education, there is a general lack of structure for implementation of reflective practices. The primary objective of this study was to compare learner self-evaluations to preceptor and pharmacy resident evaluations for scored learning activities completed on experiential rotations. Methods: This study compared learner self-evaluations to preceptor and pharmacy resident evaluations for three types of assignments completed during experiential rotations at a community teaching hospital. These assignments included clinical presentations, patient counseling, and written drug information responses. The primary endpoint was differences in overall scores between evaluators. Findings: A total of 68 learner evaluations were reviewed, with a majority (89.7%) completed by students on Advanced Pharmacy Practice Experiences. Overall, no significant difference emerged between student and preceptor evaluator scores, indicating that students are able to accurately self-reflect. Conclusion: Pharmacy students on experiential rotations demonstrated consistency in self-scoring and evaluation with preceptors on assignments related to presentations, drug information responses, and patient counseling. https://pubs.lib.umn.edu/index.php/innovations/article/view/5733assessmentexperiential educationrubricreflection |
| spellingShingle | Jennifer Wood Riley Bowers Carrie Baker Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences INNOVATIONS in Pharmacy assessment experiential education rubric reflection |
| title | Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences |
| title_full | Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences |
| title_fullStr | Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences |
| title_full_unstemmed | Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences |
| title_short | Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences |
| title_sort | comparison of learner self evaluations to preceptor evaluations for scored activities on introductory and advanced pharmacy practice experiences |
| topic | assessment experiential education rubric reflection |
| url | https://pubs.lib.umn.edu/index.php/innovations/article/view/5733 |
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