Longitudinal Academic Experience Evaluation

Butler University College of Pharmacy & Health Sciences

RESIDENT/FELLOW: ELISE MANN COURSE: RX513 – THERAPEUTICS 3 CASE CONFERENCE

Mentor/Preceptor (FACULTY OR PGY2/FELLOW): HAYLEY KRUSHINSKI TIME PERIOD OF LEARNING EXPERIENCE: WEDNESDAYS 2:25-5 PM
▪ This form documents resident/fellow attainment towards goal areas formally taught during the learning experience.
▪ Residents/fellows (self-evaluation) will provide commentary for each objective in the evaluation, which is based on current performance level and reflects the
aggregate resident/fellow activity during the rotation. Teaching mentor will provide verbal and written commentary following the self-evaluation.
▪ Evaluation of goal mastery is based on combined preceptor and resident/fellow judgment of resident/fellow performance on the associated objectives listed
below each goal. A check mark in the achieved column reflects goal mastery.
▪ Prior to the assigned date, complete the self-evaluation portion of each goal in relation to your participation as a conference preceptor/lab instructor. Be
prepared to review this with your assigned teaching mentor (i.e., the course coordinator/director and/or your residency/fellowship program director).

DATE: 10/13/21 MIDPOINT/SNAPSHOT FORMATIVE EVALUATION

Resident Self-Evaluation: Elise Mann

Please include 3 areas of strength up to this point

1. Class preparedness
2. Applying case content to “real world” situations to share
3. Creating an environment where students feel comfortable participating and asking questions

Please include and discuss 3 areas of continued growth

1. More creativity with active participation opportunities
2. Confidence in kicking things off/leading vs. looking to PGY2
3. Prompting thoughtfulness/guiding the students to an answer without giving it away

Faculty evaluation of the resident:

Elise has a wealth of knowledge that she brings to the student case discussions. She has done an excellent job leading discussions, answering questions, and
providing real-world experience to the class. As an instructor, she should continue to try to engage all students, especially students who are not as interactive
in the classroom. Excellent job, Elise!

Resident/Fellow Signature: ________________________ Mentor/Preceptor Signature: ________________________

RESIDENT/FELLOW SUMMATIVE LAEP EVALUATION DATE: 12/3/21
GOALS AND ASSOCIATED OBJECTIVES COMMENTARY NI SP ACH
Competency Area R3: Leadership and Management
Goal R3.1: Demonstrate leadership skills.

Objective R3.1.1 (Applying) Demonstrate personal, Self-Evaluation: X

interpersonal, and teamwork skills critical for effective
leadership. Throughout the semester, my interactions with faculty, staff, and
students were professional and appropriate. I prepared for the week’s
Activities: The resident is expected to demonstrate leadership case ahead of time and came to class each week prepared to discuss
skills through personal demeanor related to the class as well as the topic. I graded coursework by the appropriate deadlines and
during class facilitation. Criteria for this objective include: effectively time managed my case conference time and my patient
● Comply with Butler University dress code at all times care time. I did not run over the allotted class time, however,
while engaged in teaching activities. prioritized a thorough and complete class discussion.
● Conduct himself in a professional manner in all
interactions with faculty, staff and students and maintain Mentor/Preceptor evaluation of the resident:
appropriate instructor/student relationships.
● Demonstrate life-long learning by arriving to pre- Agree with comments above. Elise was always prepared and ready to
conference having prepared ahead for the week’s case be an active instructor. All grading was timely and Elise displayed
discussion, including reviewing the disease state and effective time management. Class discussion was facilitated with
disease state management ahead of time. appropriate communication skills and styles.
● Complete all assigned projects/tasks by appropriate
deadline, including but not limited to the grading of
coursework in the assigned timeframe.
● Demonstrate effective time management by prioritizing
patient care at practice site so as to be prepared for and
arrive on time to scheduled activities, including pre-
conference.
● Demonstrate effective time management by completing
instruction in the allotted class time without running over
or getting done excessively early.
● Use effective communication skills and styles.
● Manage conflict effectively.
Objective R4.1.2: (Applying) Use effective presentation and
teaching skills to deliver education.
Activities: Resident is expected to utilize effective teaching skills
in the small group setting. Criteria for evaluation of this objective
include:
● Demonstrates rapport with learners.
● Maintains learner interest throughout the class period.
● Implements planned teaching strategies effectively.
● Effectively facilitates audience participation, active
learning, and engagement in various settings.
● Instructs at appropriate rate and volume and without
distracting speaker habits.
● Summarizes important points at appropriate times
throughout instruction.
Objective R4.1.4: (Applying) Appropriately assess effectiveness
of education.
Activities: Resident is to grade assignments (care plans, progress
notes) in accordance with rubric/keys when grading assignments.
Criteria for evaluation of this objective include:
● Provides timely, constructive and criteria-based feedback
to learner.
● Identifies ways to improve education-related skills.
● Obtains and reviews feedback from learners and others
to improve effectiveness.
● Determine appropriate assessment questions for any
educational activity for which he/she is engaged
Self-Evaluation: X
Over the course of the semester, I developed rapport with my learners
and created an environment where students felt comfortable asking
questions during class and coming up to me after class. I implemented
planned teaching strategies, such as active learning utilizing the
whiteboard. I effectively facilitated audience participation and
ensured each group participated throughout the case discussions. I
instructed at an appropriate rate and volume and made a point to
summarize important key takeaways for clinical and exam purposes.
Mentor/Preceptor evaluation of the resident:
Agree with comments above. Classroom instruction was effective and
she was able to present in different styles based on weekly topics and
student feedback.
Self-Evaluation: X
I carefully utilized the provided rubrics and keys when grading
assignments. I provided both positive and constructive feedback on
student work and identified actionable areas that could be improved
in future progress notes. I obtained and reviewed feedback for myself
from learners at midpoint and incorporated this feedback to improve
my teaching effectiveness the remainder of the semester.
Mentor/Preceptor evaluation of the resident:
Agree with comments above. Elise was able to obtain feedback from
students and effectively incorporated this feedback in her teaching
styles. She regularly asked if there were any improvements that could
be made and was timely in integrating any recommendations.
 Goal R4.2: Effectively employ appropriate preceptors’ roles when engaged in teaching (e.g., students, pharmacy technicians, or other health care
professionals).
Objective R4.2.2: (Applying) Effectively employ preceptor roles, Self-Evaluation: X
as appropriate
Activities: During case conference, the resident identifies and During case conference, I adapted to each learner’s needs specifically
employs appropriate precepting role based on individual learner when walking around the classroom and going table by table to address
and group learner needs. individual questions or concerns. I selected direct instruction, modeling,
Criteria for evaluation of this objective during initial patient coaching, or facilitating depending on where the learner was at in their
workup include: thought process on the topic. I often used a “thinking out loud”
● Selects direct instruction when learners need background approach to demonstrate how I would think through a situation in
content. clinical practice.
● Selects modeling when learners have sufficient
background knowledge to understand skill being Mentor/Preceptor evaluation of the resident:
modeled. Models skills, including “thinking out loud,” so
learners can “observe” critical thinking skills. Agree with comments above. Elise was a role model for students and
● Selects coaching when learners are prepared to perform took the time to ensure that she was teaching in an effective way for
a skill under supervision. Coaches, including effective use each student’s unique learning style.
of verbal guidance, feedback, and questioning, as
needed.
● Selects facilitating when learners have performed a skill
satisfactorily under supervision. Facilitates, when
appropriate, by allowing learner independence when
ready and using indirect monitoring of performance.

Resident/Fellow Signature: __Elise M Mann_________ Mentor/Preceptor Signature: Hayley Krushinski

 PRECEPTOR AND LEARNING EXPERIENCE EVALUATION FORM
(to be completed at the end of the learning experience)

Resident: Elise Mann Preceptor/Mentor: Hayley Krushinski

Learning Experience: T3 Case Conference

Evaluation Period: September 2021 – December 2021

Please check one of the following for each category.

1 - ALWAYS 2 - FREQUENTLY 3 - SOMETIMES 4 - NEVER

Part 1 - Evaluation of the Preceptor 1 2 3 4

1. The preceptor was a pharmacy practice role model. X

2. The preceptor gave me feedback on a regular basis. X
3. The preceptor's feedback helped me improve my performance. X
4. The preceptor was available when I needed him or her. X
5. When possible, the preceptor arranged the necessary learning opportunities to meet my objectives. X
6. The preceptor displayed enthusiasm for teaching. X
7. The preceptor gave clear explanations. X
8. The preceptor asked questions that caused me to do my own thinking. X
9. The preceptor answered my questions clearly. X
10. The preceptor modeled for me, coached my performance, or facilitated my independent work as appropriate. X
11. The preceptor displayed interest in me as a resident. X
12. The preceptor displayed dedication to teaching. X
Comments:
It was great working with Hayley this semester! She was a fantastic PGY-2 mentor and pharmacy practice role model. She gave me feedback on my teaching
and offered suggestions for how I could improve my performance and take more of a lead in my role throughout the semester. She displayed enthusiasm and
dedication while teaching case conference and she modeled, coached, or facilitated my own teaching as appropriate. Above all, Hayley displayed interest in
my growth and wellness as a resident and offered me helpful advice for not only my teaching experiences, but my PGY-1 experiences as a whole.
Please check one of the following for each category.

1 - CONSISTENTLY TRUE 2 - PARTIALLY TRUE 3 - FALSE

Part II: Evaluation of the Learning Experience 1 2 3

1. I understood the objectives for this learning experience prior to beginning. X

2. The learning opportunities afforded me during this learning experience matched the objectives specified for this experience. X
3. Resources I needed were available to me. X
4. I feel that the preceptor's assessment of my performance on the objectives was fair. X
5. I was encouraged to further develop my ability to self-assess during this learning experience. X
6. This learning experience provided me opportunities to provide patient-centered care in a responsible way to my patients. N/A
What are the strengths of this learning experience?
This learning experience was organized and had clear expectations communicated through the pre-case sessions each week. Resources were readily available
to me. This learning experience allowed me to build relationships with students and work with them longitudinally over the course of a semester. The
dynamic of teaching with a PGY-2 allowed for a layered learning experience and helped me to grow further. The feedback from both students and my
preceptor encouraged me to self-assess and further develop my teaching strategies in the classroom.
What are the weaknesses of this learning experience?
Because the case studies courses are separated by content, teaching primarily infectious diseases could be considered a limitation of this learning experience.
Teaching a wide variety of subjects may have challenged me further and expanded my teaching scope.
What suggestions can you make to improve this learning experience?
I would consider incorporating additional opportunities for the residents to sign up to get involved in if they are interested- such as exam question writing, lab
participation, proctoring exams, etc.

Resident/Fellow Signature: ____Elise M Mann________ Mentor/Preceptor Signature: Hayley Krushinski