EVALUATION OF TEACHING

Justin Cornewell
PRESENTER: _________________________________________________________________
Clinical Calculations
PRESENTATION TOPIC/TITLE: ____________________________________________________________________________________________________________
PHRM 522: Capstone
AUDIENCE/COURSE: ____________________________________________________________________________________________________________________
3/28/18
DATE OF ACTIVITY: _____________________ 1:00-2:50
TIME: ___________________ Dusty Linn
EVALUATOR: _____________________________________________________

TEACHING MODALITY: □ Lecture □ Small Group Presentation □ Small Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
3 2 1
Objectives
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All objectives are clear and use Most objectives are clear Most objectives not Majority of objectives not No objectives defined
measurable defined terms (e.g., list, and measurable. Little measurable and clear. measurable or ill-defined. Little
identify, contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
Objectives encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
action verbs. Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
objectives for length of presentation. length of presentation. length of presentation. presentation.
Content
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Level appropriate. Incorporates clinical Presentation mostly level Some content is not level Majority of content is not level Content is not level
or other applications. Accurate and appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
reliable information consistently applications highlighted. consistently demonstrated or demonstrated or highlighted. unclear. Inaccurate
presented. Questions answered Most information is highlighted Questions not Questions not answered information communicated.
consistently and appropriately accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
information.
Organization
□ □ □ □ □ □
Organized, logical flow. Concise Majority of presentation Difficult to follow all thoughts. Majority of content is difficult to Disorganized. Content does
discussion. All statements flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
interconnected. Major points points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
highlighted completely. sparsely highlighted. objectives. Major points not any way.
highlighted.
Delivery
□ □ □ □ □ □
Audible, good enunciation, rate, and Consistently audible, rate Some words lost to mumbling. Difficult to hear and pace. Unable to hear or keep pace
tone. Proper pronunciation and use of and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
terms. Poised, polished. Presentation Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms. Presentation
appears extemporaneous. Starts and used as reference only. rehearsed. sounds rehearsed. Starts read from handout. Starts
end on time. and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
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Last Updated July, 2010
 Teaching Skills
□ □ □ □ □ □
Able to consistently and clearly Effectively communicates Generally able to Frequently unable to effectively Consistently avoids teaching.
communicate teaching points and instill almost all material being communicate teaching point. teach. Creates more ambiguity Unable to communicate points
critical thinking in learners. Actively taught. Usually elicits Requires some assistance in the learner than without causing confusion.
works to improve skills by engaging in critical thinking. Works to from preceptor. Rarely understanding. Does not seek Never focuses on critical
various teaching activities. improve teaching skills. engages in teaching activities. out teaching opportunities. thinking skills. Does not seek
opportunities to improve skills.
Professionalism
□ □ □ □ □ □
May serve as a role model for Generally seen as an Occasional behaviors not Behavior is often inappropriate Behavior is disruptive or
students. No deficiencies in appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
attendance, punctuality, or students. All behaviors are absences. Blatant disregard
dependability appropriate. for professional attributes.
Handout (Please
attach handout) □ □ □ □ □ □
Handout is used to augment Handout somewhat Handout sometimes detracts Handout is difficult to follow and Handout completely detracts
presentation. Handout is clear and augments presentation. from presentation. Some distracts listener. Many errors from presentation. Handout is
without typographical or spelling errors. Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read.
Audiovisuals
□ □ □ □ □ □
AV’s are used which augment AV’s somewhat augment AV’s sometimes detracts from AV’s are difficult to follow and AV’s completely detract from
presentation. AV’s are clear and presentation. AV’s are presentation. Some typos or distracts listener. Many errors presentation. AV’s are laden
without typographical or spelling errors. mostly clear and without spelling errors exist detected with errors or unable to be
error. read.

COMMENTS:
Strengths:
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1. Gave a nice introduction highlighting the process you use when completing calculations and described why this was important. 2. You provided some nice reminders to students regarding
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past learning material (e.g. Cockcroft-Gault equation not as accurate in AKI). 3. I thought it was a nice approach to have students follow a hospital protocol as this is what will be required
during APPEs and during jobs/residency following graduation. I appreciate you sharing and talking about what you do at IU Ball. 4. Practice problems were relevant to what is expected of
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pharmacists and you discussed that these cases were developed from your own practice. 5. Spent good amount of time walking around the room assisting students and answering questions.
6. Your presentation was professional and you were confident in the material you were presenting. The students seemed to enjoy learning from you!
Specific suggestions for improvement:
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1. Could have discussed a little more about why these calculations were selected over others. 2. Be cautious with how you advise use of a protocol, but then talk about how you don't always
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follow it, particularly to entry level students. 3. When you are talking about materials that is in a document (and not on slides), might be best to pull that protocol up on the screen so that it is
clear what you are talking about (e.g. Vancomycin protocol difficult to visualize). 4. You gave great introduction, but it might have been good to get students doing some calculations earlier in
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the session - perhaps students could have completed the initial set of calculations before you talked through the information? 5. When you give students time to work independently its
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always important to ensure the right amount of time has been alloted - always think about how long you think it should take the average students to complete these calculations (could also
consider assigning some pre-class work to help ensure all are on the same page at the beginning. 6. Some information needed to complete a calculation was missing (e.g. indication for
aminoglycosides and need for use of EID).

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Last Updated July, 2010