Allison M Helmer1, Nicole A Slater2, Karen F Marlowe3, Daniel W Surry4, Emily K McCoy5. 1. Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, 650 Clinic Drive Suite 2100, Mobile, AL 36688, United States. Electronic address: amm0085@auburn.edu. 2. Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, 650 Clinic Drive Suite 2100, Mobile, AL 36688, United States. Electronic address: nas0023@auburn.edu. 3. Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, 650 Clinic Drive Suite 2100, Mobile, AL 36688, United States. Electronic address: marlokf@auburn.edu. 4. Auburn University Harrison School of Pharmacy, Department of Teaching, Learning, and Assessment, 2316 Walker Building, Auburn, AL 36849, United States. Electronic address: dws0015@auburn.edu. 5. Auburn University Harrison School of Pharmacy, Department of Pharmacy Practice, 650 Clinic Drive Suite 2100, Mobile, AL 36688, United States. Electronic address: ekm0010@auburn.edu.
Abstract
BACKGROUND AND PURPOSE: Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs). EDUCATIONAL ACTIVITY AND SETTING: Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared. FINDINGS: Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference: -0.2, p = .034) and "ability to answer questions" (mean difference: -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p < .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p < .05). SUMMARY: Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations.
BACKGROUND AND PURPOSE: Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs). EDUCATIONAL ACTIVITY AND SETTING: Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared. FINDINGS: Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference: -0.2, p = .034) and "ability to answer questions" (mean difference: -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p < .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p < .05). SUMMARY: Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations.