Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
Academia Experience
Fellow: Jessica Cook, PharmD, MHCI Date Completed:
Preceptor: Genevieve Lynn (Ness) Engle, PharmD, BCMAS Time Period of Learning Experience:
For Fellow Self Evaluation and Preceptor Evaluation - Please indicate NI: Needs Improvement, SP: Satisfactory Progress, ACH: Achieved, NA: Not Applicable
Teaching Experience
FELLOW
GOALS AND OBJECTIVES
ACTIVITIES COMPLETED
Take personal responsibility for attaining excellence in Topic Discussion with APPE students
one's own ability to provide pharmacy education. (x4)
Informal Journal Club with APPE
• Choose daily activities so that they reflect a priority in
students (x4)
educational activities.
Formal Journal Club with APPE
• Choose daily activities so that they reflect the pursuit of students (x4)
expertise in teaching skills. One-on-One meetings with students
High school students pharmacy
workshop
Final Exam Questions
Page 1
January 2024
06/01/2023 – 12/31/2023
PRECEPTOR
EVAL NARRATIVE COMMENTARY EVAL
SP Jess did a great job ensuring that her ACH
daily activities were centered around
her teaching responsibilities. During
the summer, she prepared for class
by reviewing the course material and
prepared keys. During the semester
she prioritized grading to ensure the
students received detailed feedback
on the comprehensive journal club
assignment. Jess also did a great job
setting her co-fellow and myself up
to finish the course during her
maternity leave. Jess’s teaching
evaluation scores average out to
about 82% which is very respectable
for her first-time teaching and having
to leave mid semester. The students
commented on her timely feedback
of the Comprehensive Journal Club.
In addition, the students she
precepted on rotations appreciated
her honest feedback. Jess did have a
difficult rotation month at the start,
 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
Communicate effectively when speaking or writing. Fellowship webinar presentation
• Organize all written or oral communication in a logical manner. Undergraduate pharmacy students
• Use correct grammar, punctuation, spelling, style, and Kahoot
formatting conventions in preparing all written Fellowship Panel with IPhO/AMCP
communications. Belmont Chapter
• Use knowledge of the principles of public speaking and High school students pharmacy
individual audience needs to formulate an effective approach to workshop presentation
speaking to large and small groups. RCT Comprehensive Journal Club key
OSCE Journal Club key
• Use listening skills effectively in performing job functions.
Components of an Article,
• Prepare all communications so that they reflect a professional
Measurement Analyses, and 9
image.
Questions for Critically Appraising a
• Use knowledge of audio-visual media to enhance the Research Article IRAT/TRAT
effectiveness of communications. OSCE Questions
• Exercise skill leading/participating in a small group discussion Final Exam Questions
that focuses on the evaluation of a piece of biomedical Syllabi Review
literature. Lecture content review
Design and use effective education for pharmacy students, Drug monograph assignment
pharmacy residents, or pharmacists. preparation
RCT Comprehensive Journal Club key
• Develop an instructional design for at least two class sessions
OSCE Journal Club key
within the drug information courses.
Observational Journal Club (Study
• Construct educational objectives that are appropriate to the
Design, Study Subjects, Intervention or
audience.
Exposure, Endpoints or Outcomes and
• Identify appropriate instructional strategies for the class session Statistical Analysis, Efficacy Results,
to achieve the objectives. Strengths/Limitations, Final
• Develop quiz and examination questions to assess the Conclusion/Impact on Practice)
knowledge, skills, attitudes and behaviors that are appropriate Fellowship webinar presentation
to the learner’s level and topic. Drug monograph grading
• Prepare and deliver didactic instruction for at least two class Comprehensive Journal Club grading
sessions. Mock P&T grading
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however, I am so proud of the way
Jess handled the situation with the
student and I think she has become
very grateful for future students after
this experience.
SP Jess’s oral and written SP
communication are excellent. She
learned that detailed feedback to the
students, when grading, is very
important, especially when she was
heading out on maternity leave. Jess
did a great job leading the class
during one of the lecture periods.
One area that Jess will continue to
work on is rephrasing concepts so
students can better understand.
SP I am truly thankful for Jess’s hard SP
work in preparing as much as she
could prior to leaving for maternity
leave. Her final exam and OSCE
questions were a lifesaver! Even
though she did not have an
opportunity to proctor the OSCE, she
was able to participate in some of the
Mock P&Ts before her leave.
During the spring semester, Jess will
have more opportunities to grade
during the Intro to Drug Information
OSCE. Jess also had experiences
this semester in gathering
 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
• Given feedback from teaching evaluations (e.g. student and or Oral Journal Club Presentation grading documentation for plagiarism
peer), devise a plan to incorporate improvements in future APPE student mock interview and violations. This was an unfortunate
instruction. interview prep situation, but I am grateful for her
• Assess student performance and provide appropriate and timely due diligence in getting the
feedback to improve performance documentation ready for submission.
Demonstrate skills required to function in an academic AACP Annual meeting SP Jess participated in the didactic ACH
setting. AACP membership portion of the Indiana Teaching
AACP DILS membership Certificate Program (IPTeC) which
• Understand faculty roles and responsibilities.
CITI Training Certification provided an overview of the faculty
• Explain variations in the expectations of different
IRB approval process job. Her and I also had discussions
colleges/schools of pharmacy for teaching, practice, research,
AHFS fact checking (x2) about the requirements at Belmont
and service.
PSAS Department Meetings and what encompasses a faculty
• Discuss maintaining a balance between teaching, practice, Full Faculty Meetings position.
research and service. CPHS All College Meetings
• Discuss the relationships between scholarly activity and BUCOP Curriculum Committee
teaching, practice, research and service. Meetings
• Describe the responsibilities of faculty (e.g. curriculum Course Evaluations (students)
development and committee service) related to teaching, Instructor evaluations (students)
practice, research, and service roles.
• Describe the types and ranks of faculty appointments.
• Understand the promotion and/or tenure process for each type
of appointment.
• Compare and contrast methods to prevent and respond to
academic and professional dishonesty.
• Explain the relevance of copyright laws to developing teaching
materials.
Create a teaching portfolio A teaching portfolio should encompass NI Jess is actively working on her SP
• Define the concept of a teaching portfolio and describe its one’s style, growth, and adaptability teaching portfolio.
primary purpose surrounding education, research, and
• Develop a personal teaching philosophy to guide one’s teaching service. A folder and excel spreadsheet
efforts and facilitate student learning. has been created to consistently update
materials in support of accurately
showcasing responsibilities, roles, and
evaluations of my teaching style and
philosophy.

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
Demonstrate ethical conduct in all activities related to Holding students accountable for their ACH Jess is always ethical in her teaching. ACH
pharmacy practice work She showed great ethics in
Identified plagiarism within identifying plagiarism in the
• Act ethically in the conduct of all pharmacy practice activities.
assignments monograph assignments.
Treating all students with the same
respect

Drug Information Specialist Experience

FELLOW PRECEPTOR
GOALS AND OBJECTIVES
ACTIVITIES COMPLETED EVAL NARRATIVE COMMENTARY EVAL
Take personal responsibility for attaining excellence in DIQ Afib rate control agent SP Jess had the opportunity to work on ACH
one’s own ability to provide pharmaceutical care in drug compatibility with alpha-gal 10 drug information questions thus
(2306070850) far. With each question, she learns
information specialty practice. DIQ Troponin levels with something new and her write ups
• Display initiative in preventing, identifying, and resolving pembrolizumab (2306151159) improve each time. She is also
pharmacy-related patient-care problems. DIQ Nursing admin guidance of IV becoming more and more familiar
• Choose daily activities so that they reflect the priority of push propofol (2307150650) with the DIC resources. Jess enjoys
providing drug information and the pursuit of expertise in the DIQ Transition period and/or dosing working on questions and I look
development of drug information specialty practice problem- conversion from infliximab to forward to seeing her continued
solving skills. adalimumab (2308110748) growth.
DIQ Daptomycin – vesicant or irritant
(2309131045)
DIQ Mesna injection given orally
(2309291215)
DIQ Expired povidone-iodine aseptic
solution (2309131030) review and
revisions
DIQ Med errors in
pregnancy/breastfeeding (2309291215)
review and revisions
DIQ Estradiol (2310121159) review
and revisions
DIQ lidocaine/tetracaine for < 1 y/o
(2310270852) review and revisions

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
Use an organized system for staying current with literature APPE students ACH Jess stays current with the literature ACH
pertinent to a drug information specialty practice. AACP membership by reading the daily Journal Watch
AACP DILS membership updates and archiving the ISMP
• Formulate a system for staying current with literature.
NEJM Journal Watch newsletters.
ISMP Newsletter
Employ advanced literature analysis skills in preparing DIQ Afib rate control agent ACH Jess’s primary literature article ACH
drug information. compatibility with alpha-gal analytical skills are great! She has
(2306070850) been learning where to add more
• Prepare expert responses to complex requests.
DIQ Troponin levels with detail in her responses.
pembrolizumab (2306151159)
DIQ Nursing admin guidance of IV
push propofol (2307150650)
DIQ Transition period and/or dosing
conversion from infliximab to
adalimumab (2308110748)
DIQ Daptomycin – vesicant or irritant
(2309131045)
DIQ Mesna injection given orally
(2309291215)
DIQ Expired povidone-iodine aseptic
solution (2309131030) review and
revisions
DIQ Med errors in
pregnancy/breastfeeding (2309291215)
review and revisions
DIQ Estradiol (2310121159) review
and revisions
DIQ lidocaine/tetracaine for < 1 y/o
(2310270852) review and revisions
Communicate drug information clearly, verbally and in DIQ Afib rate control agent SP Jess’s written in verbal SP
writing. compatibility with alpha-gal communication skills are excellent.
(2306070850) Her write-ups are very well written.
• Organize all written or oral communication in a logical manner
DIQ Troponin levels with I have had to suggest to Jess to add
appropriate for the audience.
pembrolizumab (2306151159) more detail in some cases to ensure
• Use correct grammar, punctuation, spelling, style, and
DIQ Nursing admin guidance of IV the requestor knows all the resources
formatting conventions in preparing all written communications.
push propofol (2307150650) were checked. Her ability to

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
• Design public presentations integrating advanced speaking skills DIQ Transition period and/or dosing condense the information will be
while also meeting the needs of the group situation. conversion from infliximab to very valuable to her at HealthTrust.
adalimumab (2308110748) Jess also completed 2 Fact Checking
DIQ Daptomycin – vesicant or irritant monographs for AHFS. This was a
(2309131045) great opportunity for Jess to edit
DIQ Mesna injection given orally complex monographs.
(2309291215)
DIQ Expired povidone-iodine aseptic
solution (2309131030) review and
revisions
DIQ Med errors in
pregnancy/breastfeeding (2309291215)
review and revisions
DIQ Estradiol (2310121159) review
and revisions
DIQ lidocaine/tetracaine for < 1 y/o
(2310270852) review and revisions
APPE topic discussions (x4)
Fellowship overview presentation
Fellowship webinar presentation
Undergraduate pharmacy students
Kahoot
AHFS Fact Checking
Fellowship Panel with IPhO/AMCP
Belmont Chapter
High school students pharmacy
workshop presentation

Manage the operation of a drug information center. Educated on budget management of the SP Jess had become familiar with the ACH
• Devise strategies for fiscally sound management of a drug Christy Houston Foundation Drug budget and the daily operations of
information center. Information Center the center (including reshelving the
• Devise strategies for managing the human resources of a drug Yearly resource utilization review for books). I would trust she could run
information center that result in an effective, efficient working determining significance the DIC well in my absence.
environment.
• Reassess the drug information needs of the university on an

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
ongoing basis.
• Use information documented on services provided by the drug
information center to generate reports that describe the center’s
productivity, quality, and patient outcomes.
• Design improvements in a drug information center’s functions
that will achieve the program’s goals.
Integrate patient care skills with an advanced level of drug DIQ Afib rate control agent SP Jess always keeps the individual ACH
information skills for improving the pharmaceutical care of compatibility with alpha-gal patient in mind when answering drug
(2306070850) information questions.
patients. DIQ Troponin levels with
• Draw consistently and effectively upon advanced drug literature pembrolizumab (2306151159)
evaluation skills when confronted with a broad range of patient DIQ Nursing admin guidance of IV
care problems that require consideration of the total knowledge push propofol (2307150650)
available to achieve the best possible pharmaceutical care DIQ Transition period and/or dosing
solution. conversion from infliximab to
• When presented with a patient-specific drug information request adalimumab (2308110748)
from another health care provider, make a recommendation that DIQ Daptomycin – vesicant or irritant
integrates an advanced understanding of direct patient care with (2309131045)
an advanced skill in searching and interpreting drug info DIQ Mesna injection given orally
• Assess one’s own practice for the successful integration of (2309291215)
patient care and advanced drug information skills for improving DIQ Expired povidone-iodine aseptic
direct patient care. solution (2309131030) review and
revisions
DIQ Med errors in
pregnancy/breastfeeding (2309291215)
review and revisions
DIQ Estradiol (2310121159) review
and revisions
DIQ lidocaine/tetracaine for < 1 y/o
(2310270852) review and revisions

**Highlighted DIQs are patient specific

Maximize efficiency in performing drug information tasks By completing DIQ, I have become SP Jess has learned how to use our SP
through expert use of computer databases and electronic familiar with resources available within tertiary databases to answer drug
the Christy Houston Foundation Center information questions. She will
communications. and the Belmont Pharmacy Library. I become more familiar with the

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
• Appraise one’s approach to performing drug information tasks have also learned how best to navigate specialty tertiary resources in
for the most efficient employment of computer technology. resources that are available. I will Introduction to Drug Information in
• Exercise skill in the use of internet accessible resources. become much more familiar with the spring.
resources during the Introduction to
Drug Information course in the Spring.
Publish newsletters, or in newsletters, providing pertinent NA Jess has not had the opportunity to NA
medication use information for health care professionals. create a newsletter.
• Create newsletters or articles providing pertinent medication use
information for in the drug information customers.
Demonstrate ethical conduct in all activities related to drug Practiced ethics by giving the ACH Jess is always ethical when working ACH
information practice. information in its entirety when on drug information questions.
answering DIQ.
• Integrate consideration for ethics into each drug information
response.

Teaching Evaluation

Question Mean #1 Mean #2 Average

The instructor set high standards. 6 5 5.50
The instructor used challenging questions, problems or assignments. 5.29 5 5.15
Information was provided to the students about how assignments would be graded. 4.57 5 4.79
The instructor provided me with written or oral feedback on my work in a reasonable amount of time. 5.71 4.75 5.23
I found it easy to approach this instructor with questions. 4.57 4.75 4.66
The instructor was accessible outside of class. 4.57 5.33 4.95
The instructor treated students with respect. 4.57 5.25 4.91
The instructor displayed enthusiasm for teaching. 4.57 4.50 4.54
The instructor provided clear explanations. 4.57 4.50 4.54
The instructor used examples or illustrations to clarify course material. 5.14 5 5.07
The instructor communicated course material 4.71 5 4.855
Overall 4.94 4.92 4.93

Notable Student Comments:

• Student Comments: Describe the most effective aspects of the instructor’s teaching methods
o Dr. Cook did an incredible job teaching and making sure everyone engaged with the material.

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
o Thank you for providing timely feedback on assignments. It has been immensely helpful in understanding my strengths and areas for improvement.
o Dr. Cook was always helpful in answering questions and pointing us in the right direction when we were confused on a topic.

• Student Comments: What, if anything, can this instructor do to improve teaching effectiveness in the classroom?
o Additional feedback on the reasoning behind specific grades or areas for improvement would be helpful.
o How she speaks to students could be better.
o Dr. Cook was incredible.
o Not approachable, is not confident with the material herself.

• APPE Student Comments: Please list 2 areas of strengths.

o Dr. Cook was always available for me to ask questions and was very helpful in preparing me for residency open houses/applications.
o Honest and firm. Always available to assist me.
o Patience, leadership, and dedication. Spent a lot of time for feedback, gave insights and information about my work and future

FELLOW COMMENTS:
• The transition from a student to a faculty fellow was intimidating but humbling at the same time.
o Intimidating: uncomfortable teaching/presenting, want to be kind and approachable without being too friendly and losing the authorative figure role
o Humbling: Gain understanding and appreciation for previous faculty as a student
• This was a learning experience for myself just as it was for the students.
• I had never experienced a flipped classroom before so it was interesting to learn the dynamics of a flipped classroom and how to navigate that.
• Being in academia this semester has helped me improve my patience and ability to think outside the box to better connect concepts and explain them in other ways.
• Being a preceptor was a huge learning process. I had the opportunity to precept 2 APPE students this past semester which allowed me to practice and improve educational
skills in a different way. I learned not one student will be the same and sometimes one student may need more guidance and assurance than another. In the future, I will
spend more time the first week understanding their strengths and weaknesses so that I can better help them throughout the rest of the experience rather than assuming they
have full understanding and are able to complete the course without much direction.
• Most comments are positive which is assuring. However, the constructive feedback relatively hone in on improving my confidence within the classroom and material. I
can agree to these comments. As a faculty member I should be 100% confident in the classroom. However, it was difficult to explain the observational Journal Club key to
the students when I did not complete the JC key myself. This is not an excuse but I am confident I would have been able to explain more thoroughly had I taken the time
to read the article and ask my co-fellow his reasoning for the information within the JC sections. In the future, I will make sure I am more prepared when facilitating
lecture.
• Involvement in faculty meetings provided insight into the depth of academia at a graduate level. Prior to this semester, I was naïve to the amount of work that is completed
by faculty members to ensure admissions, curriculum, tenure, courses, etc. are appropriately carried out and followed by the by-laws/handbook.
• I thoroughly enjoyed AHFS fact checking and look forward to continuing to do so this semester. AHFS fact checking has allowed me to learn about new drugs (keeping
up to date on literature) and practice my writing skills.
• I believe I have grown as a fellow and person the last 8 months through the exposure of Biomedical Literature and the world of academia. Reflecting on this, I hope to

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 Clinical Management Fellowship in Drug Information with
HealthTrust and Belmont University
Performance Evaluation Form
take what I have learned and build on it.
• My goal for the end of the Spring semester is to improve my confidence as a professor and involvement with APPE students while continuing to ethically and thoroughly
answer drug information questions.

PRECEPTOR COMMENTS:
Jess has been a pleasure to have as a fellow in the DIC! Even with Jess taking maternity leave, I feel like she is progressing through the program as if she did not loose the 6 weeks.
The main aspect of the program that she missed out on was recruitment which she will be exposed to next year. All that to say, Jess was very proactive in helping myself and her
co-fellow prepare for her absence. She prepared as much of the recruitment as possible and she wrote multiple final exam questions which were very helpful to me as I prepared
the final. Jess’s overall student evaluation scores were around 82% which are respectable for her first-time teaching. Jess’s attention to detail was very much appreciated when she
discovered plagiarism in students’ monograph assignments. Jess provided very thorough documentation of the situation which was useful during the meeting process. Jess’s first
experience with precepting was a challenging one. She had to learn how to adjust when the student experienced some health issues and how to adjust her mentorship for different
students. Even though I know this was a challenge for her, I see that she has grown from this experience. During the spring semester, Jess will have additional opportunities with
precepting, grading and preparing exam questions. Jess is progressing VERY well through the program, and I look forward to seeing her grow!

__________________________________ 2/1/2024
________________ _________________________________ 2/1/2024
________________

Fellow Signature Date Preceptor Signature Date

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