Residents & Preceptors Teaching/Learning Workshop · Residents & Preceptors Teaching/Learning Workshop ... Evaluating ability to recall data or ... The rectangle below represents

ASSESSMENT Residents & Preceptors Teaching/Learning Workshop

UCSDSkaggsSchoolofPharmacy&PharmaceuticalSciences25August2012

Participant:__________________________________________________________

___________________________________________________________

___________________________________________________________

Kenneth W. Lem, Pharm.D. [email protected]

UCSD Participant Assessment PT 1&2 V1 2012.DOCX-122008 ©Kenneth W. Lem, Pharm.D. 2

Back of cover - Blank


ASSESSMENT Residents & Preceptors

Teaching/Learning Workshop – Part 1 UCSD Skaggs School of Pharmacy & Pharmaceutical Sciences

25 August 2012

Teaching & Learning 1. Prepare an objective that meets the ACE criteria to evaluate student performance in your

setting (pp. 2-6). You can write it by 1) completing one using Page 2 of the syllabus as a guide, 2) following the guidelines using Pages 3-7, or 3) you can do it by completing the following: “BY THE END OF THIS ROTATION, THE STUDENT SHOULD BE ABLE TO ___________________ [supply the Action verb – it has to describe a behavior] IN THE FOLLOWING SETTING _______________________________________________ [supply the Condition – e.g., where, when, to or for whom the action will be performed] WITH THE FOLLOWING CRITERION: ________________________________________ __________________________________________________________________________.” [state how you will Evaluate or be able to tell if the objective has been met].

2. If you were evaluating your student on the objective you prepared above, write your test question or, if in a clinical setting, write or describe how would you document whether or not your student met the objective? (pp. 3-6, p.7) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

3. When preparing for IPPE/APPE electives, state where you could turn or who you could ask

to help craft educational objectives, employ teaching methods not tried before, and how to apply them to specific groups of learners? Or Plan B: With whom could you collaborate to help share the responsibilities of helping your students learn? __________________________________________________________________________ Contact information _________________________________________________________


4. Choose one of the types or format for an assessment that could be used (and is not presently being used) to evaluate an objective on your rotation and then indicate where or how it would be applied. (pp.7)

Pick one

Rating Format Write-in Where It Would Apply

A.

Yes No or Pass Fail

B. Pass with distinction Pass Fail

C.

Excellent Good Satisfactory Needs Improvement Unsatisfactory

D. On a scale of from 5 to 1 with 5=Excellent to 1=Poor

E.

Never, or almost never does this Seldom does this, and even then does

it poorly Does this satisfactorily, but infrequently Does this well, but could do it more

frequently Does this extremely well, and as often

as appropriate


Greeting, Teaching and Managing Students 5. From the list you prepared above and from the list below, select at least two different

topics that are important for you to bring up in your rotation orientation with your new student. Jot some notes on how you may apply the information gained to orienting the student to your service. (pp.9-10)

Select at least 2 topics How information will contribute to orienting your student to your service

A. Personal Info

B. Your Professional Info

C. Expectations of Students

D. Student profile

E. Personnel on the Service

F. Unique Aspects of the Service

G. Attitude towards learning

H. Reveal your limits


6. This question is a take home assignment: When you return to your practice setting, review the “Keepers” you saved and make an effort to institute and integrate them into your teaching responsibilities. (See your Keepers, p.39)

7. When you ask your student an open-ended question with one of the words below, indicate

what the question would generally encouraging in his or thought process. (pp.19-20)

A) Asking with “What” generally relates to:

a) Evaluating ability to recall data or information

b) Evaluating ability to process

c) Problem solving ability

B) Asking with “How” generally relates to:

a) Evaluating ability to recall data or information

b) Evaluating ability to process

c) Problem solving ability

Giving Effective Presentations 8. Recall the 3 questions that large and small groups of learners have and describe

what you say or do to best answer those questions (p.23) A) (Hint: one starts with “So...”) _________________________________________ B) (Hint: one starts with “Who…) ________________________________________ C) (Hint: one starts with “What’s in it…) ___________________________________

9. From the following set of pages in the syllabus, select and transcribe one or two strategies from each group that you will actually try to use to enhance the next presentation you give. You are free to enter others as part of your total of 3 or more A strategy you will use from Page Set #1 (pp.19-21)____________________________ _____________________________________________________________________ A strategy from Page Set #2 (pp.23-24)______________________________________ _____________________________________________________________________ A strategy from Page Set #3 (pp.27-29) _____________________________________ _____________________________________________________________________


10. A) The rectangle below represents a blank sheet of paper that you will be preparing to use as your template for a handout in connection with a presentation you are going to give. Write-in a minimum of two items that you will want to appear (generally in the footer) on every sheet in your handout (p.26)

B) The rectangle below represents a blank slide that you will be preparing to use as your template for a slide series in connection with a presentation you are going to give. Write-in at least one item (generally in the footer) that you want to add and have appear on every slide in your series (p.25)

11. A) While preparing your PowerPoint slides, you found a format that you like, but it uses Currier New for the font. Give the type of font OR the name of another font to which you will change since many endorse its improved legibility during slide viewing. (p.25) _______________________________________________________________________


B) To avoid overcrowding in a slide, the “Rule of 7’s” tells us to limit the number of lines per slide to how many? (p.25) ______________ and limit the number of words per line to how many? ________________

12. An order of presentation that has been advocated for a long time has been, “Tell ‘em what you’re going to tell ‘em, tell ‘em, and tell ‘em what you told ‘em.” During today’s discussion, what did the speaker recommend that you add to this order – especially as part of a “Take home message?” (p.27 or p.28) ________________________________________________________________________

Case Study Approach to Managing Students 13. Recall an incident in your practice where you either experienced or observed a challenging,

interpersonal confrontation with a student (or co-worker). In an effort to experience constructive outcomes for similar situations…

A) Describe the incident below or tell a colleague and then

B) In hindsight, state how a method from the Assertiveness Toolkit (pp.13-14) might have facilitated a satisfactory outcome of the incident. A) Describe the incident ______________________________________________________ ________________________________________________________________________ ________________________________________________________________________ B) State a method, if applied, may have facilitated the incident described _______________ __________________________________________________________________________ __________________________________________________________________________

14. Define the following acronyms (p.21) A) PNP = _____________________ _____________________ ___________________ B) Three F’s ___________________ _____________________ ___________________


15. In a situation where you have just had a discussion with a student – for whatever reason --what dialog would be appropriate to use to verify that you both have a mutual understanding of next steps that will be taken? (p.13) Consider some variations such as:

“I’d like to make sure we both have a common understanding. To make sure, tell me what your understanding is of what we will be doing next.” Or

“Just to make sure we are on the same wavelength, tell me what you need to do before we meet next time and when we will be meeting.” Or

“Your Practice Case presentation was great; you emphasized the clinically significant points. Since you will be doing the real thing soon, how about telling when we will be meeting again and what you will be doing to modify the slides we talked about.”

If you are a Preceptor: Offer a sample dialog below of what you could have said to a student in a previous meeting to verify understanding; OR

If you are a Resident: Offer a sample dialog below of what you would say to a student to verify understanding of a reading assignment you just gave.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________


ASSESSMENT Residents & Preceptors

Teaching/Learning Workshop – Part 2 UCSD Skaggs School of Pharmacy & Pharmaceutical Sciences

25 August 2012

Toolkit for Assessing Students 16. On a Summative Evaluation Form for UCSD Students, review the form for inconsistencies

that describe the activities in your service. Note which ones that are and do the following: A) Edit or modify ones to more clearly state the skills required in your course B) Delete skills that do not pertain to your course C) Add and incorporate new scales to the form that will better reflect your course

17. Review the educational objectives that are used to describe your course and check them against the new or modified skills from above. If necessary, modify the existing objectives to match to the newly crafted skills and ensure that their format conforms with the ACE criteria used in preparing educational objectives.

18. After reviewing the modified Summative Evaluation Form with a student, obtain verification from your student that there is no ambiguity in the skills and performance expected during the rotation.

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Residents & Preceptors Teaching/Learning Workshop · Residents & Preceptors Teaching/Learning Workshop ... Evaluating ability to recall data or ... The rectangle below represents