Comparison of Learner Self-Evaluations to Preceptor Evaluations for Scored Activities on Introductory and Advanced Pharmacy Practice Experiences

Le résumé fourni par la source

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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