Comparison of Pharmacy Learner Self-Reflection and Preceptor Evaluations Using a Single-Point Rubric during Experiential Rotations.

Abstract

Background: Development of successful, practice-ready pharmacists includes ensuring learners are self-aware and able to reflect on knowledge, skills, and abilities. 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 to assess consistency of student self-reflections. Methods: This study compared learner self-evaluations to preceptor and pharmacy resident evaluations using a single-point rubric 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. Data were collected via retrospective review of completed, de-identified evaluations. The primary endpoint was differences in overall scores between students and evaluators, analyzed via paired T-test. 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 differences emerged between student and preceptor evaluator scores, indicating that students were able to consistently 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 when using single-point rubrics to self-evaluate.