Across the Curricular Divide: Three Assessment Approaches

to Students’ Personal and Professional Development

Justine Gortney, Pharm.D, BCPS

Jill Augustine, Pharm.D., Ph.D., MPH

Jason Brunner, Ph.D.

1

Objectives for Today’s Session

• 1. To describe the assessment of personal and professional development topics at three schools/colleges of pharmacy.

• 2. To compare the benefits of different types of assessments across different areas of the curriculum.

• 3. To provide example assessment tools for the skills related to personal and professional development.

2

What are some skills that are aligned with concept of “Personal and Professional Development”

• https://www.polleverywhere.com/

• (Log-in at WSU account)

3

Changing Need for Skills in Workplace

• Transitioning from needing technical “Hard skills” to “Soft Skills”

• Forbesa 2017 noted the top 3 skills in “Fortune 500” companies• Problem Solving – Explanatory Style

• Emotion Control

• Purpose

• American Management Associationb (citing Klaus 2008) noted• Strategic thinking, written and oral communication, leadership, and

adaptability.

4

A https://www.forbes.com/sites/janbruce/2017/03/10/why-soft-skills-matter-and-the-top-3-you-need/#20a83c76f3bf

B https://www.amanet.org/articles/the-hard-truth-about-soft-skills/

What are some methods your profession or program teaches these “soft skills”?• https://www.polleverywhere.com/

• (Login at WSU account)

5

Demand for Teaching “Soft Skills” within our Pharmacy Profession

• Accreditation Council for Pharmacy Education requires it

• Standard 4 – Personal and Professional Development• 4.1 Self-awareness• 4.2 Leadership• 4.3 Innovation and entrepreneurship• 4.4 Professionalism

• Required documentation • Provide examples of developing competence in affective, co-curricular

experiences domains

6

3 Different Methods of Incorporating Assessment of Personal and Professional Development

Faculty-Student Advising

Co-CurriculumExperiential Education

7

Self-awareness, Leadership, Professionalism

Section 1: Using a Faculty-Student Advising Process to develop and assess self-awareness, leadership and professionalism

Justine S. Gortney

Wayne State University

Eugene Applebaum College of Pharmacy and Health Sciences

8

Pharm.D. Program at Wayne State• ACPE accredited since 1939

• Part of urban, public, research intense university

• Traditional 4 year pharmacy program• 3 years didactic (with introductory

pharmacy practice experiences)• 1 year advanced pharmacy practice

experiences

• 400 students

• 47 faculty

**Get picture of EACPHS

Mechanisms to Promote Personal and Professional Development in the Curriculum

Student Organizational Involvement

Faculty Advising

Peer Assessment in TBL and PBL

Introductory and Advanced Experiential Education

RPh

10

Longitudinal Mechanism to AssessPersonal and Professional Development: Faculty Advising

• Faculty advising is:• Required of all faculty and students

• Students required to meet every semester with assigned faculty advisor

• Completion of advising activity is tied to Social and Administrative Sciences courses (P1 through P3) and is listed in our Professionalism Curriculum (p.10 and 13)

• Tracked in E*Value (health education data management platform)

https://cphs.wayne.edu/pharmd/duplicate/pharmacyprofessionalismcurriculum_august_2017.pdf

11

3 Assessment Elements tied to Faculty Advising

12

Fall P1 Winter P1 Fall P2 Winter P2 Fall P3 Winter P3 APPE P4

IPPE

Pathophy 1

P’Ceutics 1

Intro to PSC: Med

Chem/P’col

Drug Lit Found of Research

Prof Develop/

SAS 1

Autonom Pharmacol

Pathophy 2

P’Ceutics 2

Respir/GI/ Basic Self-

care

PPS 1

Patient Care Lab 1

Prof Develop/

SAS 2

Prof Develop/

SAS 3

Prof Develop/

SAS 4

Prof Develop/

SAS 5

Prof Develop/

SAS 6

P’Kinetics

Cardio/ Renal

Endo/GYN/Urol

Neuro/ Psych

ID

Oncol/ Immunol

Advanced self-care

PPS 2 PPS 3

IPPE

PPS 5

Capstone

Applied Kinetics/ Genomic

IPPE

Patient Care Lab 2

Patient Care Lab 3

Patient Care Lab 4 Ethics

Seminar

IPPE IPPE

Law

Research Scholars

APPE 1

Elective 1Elective

1-2

Elective 1

Research Scholars: 4 hr totalResearch Scholars

APPE

APPE 2

APPE 3

APPE 4

APPE 5

APPE 6

APPE 7

PPS 4

Co-Curriculum

Advising

Advocacy

Research Scholars

Entry into modules

Prof. organiza-

tions

Consider leadership

Elective planning

CV Review

Career planning

APPE Selection

Post-graduate training

Interview Skills

APPE Readiness

Career planning

Board prep

Grad prep

Gathering reference

Development of FAD Form

13

Development of Faculty Advisor’s Assessment of Advisee Form (FAAA) form

Identified and Reviewed:

(1) Curricular stakeholders

(2) ACPE documentation

(3) Existing assessments of self-awareness (other curricula)

Developed with Input:

(1) Individual faculty& students

(2) Curriculum Committee

(3) Assessment Committee

(4) Pharmacy Executive Committee

Winter 2017: Piloted P1 to P3

(mandatory P1 and P2)

Winter 2018: P1 to P3

(mandatory for P1-P3)

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Description of the Faculty Advisor Assessment of the Advisee (FAAA)

Topic Description / Question Association

• Engagement: Is the student actively engaged and contributing to profession?

• Values: How/why has the trainee chosen specific organizations? How does it align with their values and interests?

• Self Awareness: Does this student utilize personal, professional, or academic support to address their personal limitations?

• Professionalism: In your experience, has the student exhibited professional behavior?

• Leadership: How is the student focused in growing his/her personal leadership skills in the field?

Anchors to Questions • Not engaged

• Beginning

• Emerging

• Engaged

Instructions to Advisor The advisor considers the student pharmacist advisee is at the note engaged, beginning, emerging, or engaged level. With each statement description below, it would start with, “The student …” OR “The student can be described as…”

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Question and Ranking Example on Faculty Advisor Assessment of the Advisee (FAAA)

Engagement: Is the student actively engaged and contributing to profession?

To assess, advisor can ask the student: Are you involved in

student pharmacy organizations?

If not, are there any of interest to you?

Not Engaged Beginning Emerging Engaged

-Student

expresses no

interest in

joining pharmacy

organizations OR

is unwilling or

unable to do

such

-Is considering

engaging in

pharmacy

student

organizations;

-Has joined an

organization but

does not

regularly

participate

-Is actively

engaged in one

or more

organizations

-Contributes

regularly to

student activities

-Is a leader in

student

pharmacist

organizations and

regularly

participates or

has

lead/developed

novel programs.

16

Pharm.D. Example of Advising

Student completes

Self-Inventory (Faculty Advisor

Discussion Form, FAD)

FAD Uploaded to E*Value

Faculty Advisor Receives

Notification via Email

Meeting Occurs

Assessment Occurs Post-

Meeting

17

Analysis of how the FAAA’s Performing

• Utilized reliability analysis (Cronbach’s alpha) to look at reliability of questions’ performance each Winter semester (2017, 2018, 2019)

• Performed descriptive statistic analysis of Class of 2020 as P1s, P2s and P3s to look at trends

• Performed repeated measures ANOVA to determine if difference existed in overall FAAA score in cohort utilizing matched P1 and P3 data

• Performed repeated measures ANOVA to determine if difference existed within each of the 5 questions within instrument in cohort utilizing matched P1 and P3 data

18

FAAA Instrument Assessment

Semester Tested Number of Students Assessed

Cronbach’s alpha

Winter 2017 258 0.875

Winter 2018 305 0.887

Winter 2019 300 0.874

19

FAAA’s Instrument Assessment (n=93)

20

Calculated sum of “anchors” for a total overall score per year

• Not engaged=1

• Beginning=2

• Emerging =3

• Engaged=4

P<0.001 when testing “within subjects”

13.66

16.8217.87

2.7 2.44 2.28

0

2

4

6

8

10

12

14

16

18

20

P1-Winter 2017 P2-Winter 2018 P3- Winter 2019

Mean FAAA Score Standard Deviation

FAAA’s Instrument AssessmentClass of 2020Individual Question Type

Engagement Values Self-Awareness Professionalism Leadership

Year of Program

P1-Winter 2017 2.4±0.65 2.44±0.81 3.1±0.57 3.33±0.74 2.39±0.72

P2-Winter 2018 3.2±0.58 3.25±0.65 3.56±0.52 3.65±0.5 3.16±0.77

P3-Winter 2019 3.39±0.62 3.51±0.64 3.75±0.43 3.81±0.42 3.42±0.681

21

*All found to be significant difference between years 1-3 (p<0.01)

Individual Student’s Benefits Seen Due to New Advising Process• Increased awareness of educational links within the curriculum

• Increased encouragement of student organizational involvement

• Increased awareness of elective offerings and relationships with faculty

• Earlier identification of students at risk

• Referral of students to personal counseling

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Lessons Learned: Challenges Pharm.D. program has faced with process• Initial student and faculty enthusiasm for changes in advising

processes

• Increased need for both faculty and student education• All levels of students

• 2 departments of faculty

• Administrators and program support

• Systems management (E*Value)• Time to set-up evaluations

• Time to send reminders

• Time to run reports for compliance and quality assurance

23

Section 2: Utilizing a structured co-curricular approach to develop and assess self-awareness, leadership and professionalism

Jill Augustine, Pharm.D., Ph.D., MPH

Mercer University

College of Pharmacy

24

Mercer University College of Pharmacy

• ACPE accredited since 1941

• Located in Atlanta, GA (urban, private institution)

• Traditional 4-year pharmacy program

– 3 years didactic (with introductory pharmacy practice experiences)

– 1 year advanced pharmacy practice experiences

• 42 faculty members

• Approximately 540 students across all 4 years

Background

• Revised Professional Development Network (PDN) program

became known as the PDN Professional Engagement

Program (PDN-PEP)

– Required participation from all students and faculty

– Provided avenues for alumni participation

• Successful completion of PDN-PEP activities is required to

progress from one professional year to the next

• Office of Student Affairs solicits alumni interested in

participating as a mentor and is responsible for planning

weekly programming

Background

PDN-PEP Groups: 30 students (5-6 from each year) 2-3 MUCOP faculty members2-3 volunteer alumni members 2 graduate students

Methods: Assessment tools

• Tracking Form

– Required and elective activities in each area for fall and spring semesters

– Tailored to meet the professional needs of students as they progress from first- to fourth-year

– Populated by student self-report, card swipe attendance data, and/or electronic completion reports

• Professionalism Survey: Behavioral Professionalism Assessment Instrument (BPAI)

• Student, faculty, and alumni evaluation survey

• Co-curricular map

Overall performance of PDN-PEP

• Over 1,3000 students involved (Class of 2015-2023)

• 100% completion rate of program and/or remediation

• 2-3% of students need remediation each year

– Completion of required or elective component

– Modification of end-of-semester reflection

• Remediation includes:

– Additional sessions/activities

– Extra essays

– Meetings with alumni members and/or administrators on

campus

Tracking Form

Required Event

• Member of professional pharmacy organization (All)

• PDN Hours (P1-P3)

• Personal Creed (P1)

• CV review (P2)

• PCOA (P3)

• Hooding (P4)

Required or elective

• State legislative day

• Van Green lecture

• Career Fair

• Residency showcase

Elective events

• Event creator/planner for community service event

• Didactic course focus group member

• Leadership in student pharmacy organization (local, state, regional, national)

Feedback from Students, Faculty, & Alumni

Students

• PDN Hours were helpful for professional development but not many students attended

• More interaction with students in other professional years

Faculty

• Need Annual Schedule of PDN-PEP events

• Additional program options and/or activities for PDN group meetings

• PDN-PEP training for faculty

Alumni

• Involved in CV review but wanted to do more

• Contacted by unassigned students for career advise, availability as preceptor for service learning events, or ongoing mentorship

Co-C

urr

icula

r M

ap

Activity First professional year* Second professional year* Third professional year*Final professional

year*

Creed 3.6, 4.1, 4.2, 4.4,

Obtain intern license 4.4,

Curriculum Vitae Review 3.6, 4.1, 4.4,

PCOA exam 1.1, 4.1, 4.4,

Capstone week1.1, 2.1, 2.3, 2.4, 3.1, 3.2,

3.5, 3.6, 4.1, 4.4,

Practice or Research-Focused Internship 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4,

Meet with Career Management 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,

Meet with a PDN alumni member of your choice 3.6, 4.4, 3.6, 4.4, 3.6, 4.4, 3.6, 4.4,

White Coat Ceremony 4.4,

Career Fair 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,

State Legislative Day 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4,

PDN hour presentations 4.4, 4.4, 4.4, 4.4,

PDN group/faculty meetings 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,

VanGreene Lecture 4.4, 4.4,

Residency Showcase 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,

Pinning Ceremony 4.4,

Member of 1 professional organization 4.4, 4.4, 4.4, 4.4

Member of Mercer student professional organization 4.4, 4.4, 4.4, 4.4,

Mercer student professional organization chapter

meeting/program on leadership/entrepreneurship/advocacy

development

4.4, 4.4, 4.4, 4.4,

Service on Mercer professional committee (ad-hoc or standing) 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Member of state/regional/national professional organization 4.4, 4.4, 4.4, 4.4,

State/regional/national professional organization

convention/program on leadership/entrepreneurship/advocacy

development

4.4, 4.4, 4.4, 4.4,

Member of state/regional/national professional committee 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Event creator/planner for community service project/event 1.1, 2.1, 2.3, 2.4, 3.1, 3.3,

3.6, 4.1, 4.2, 4.3, 4.4,

1.1, 2.1, 2.3, 2.4, 3.1, 3.3,

3.6, 4.1, 4.2, 4.3, 4.4,

1.1, 2.1, 2.3, 2.4, 3.1, 3.3,

3.6, 4.1, 4.2, 4.3, 4.4,

1.1, 2.1, 2.3, 2.4, 3.1, 3.3,

3.6, 4.1, 4.2, 4.3, 4.4,

Non-healthcare related community service project/event

participant 3.1, 3.6, 4.4, 3.1, 3.6, 4.4, 3.1, 3.6, 4.4, 3.1, 3.6, 4.4,

Public health and wellness promotion 1.1, 2.1, 2.3, 2.4, 3.2, 3.3,

3.6, 4.4,

1.1, 2.1, 2.3, 2.4, 3.2, 3.3,

3.6, 4.4,

1.1, 2.1, 2.3, 2.4, 3.2, 3.3,

3.6, 4.4,

1.1, 2.1, 2.3, 2.4, 3.2, 3.3,

3.6, 4.4,

Mercer Focus Group member 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Mercer Rho Chi tutoring/help sessions 1.1, 3.1, 3.2, 3.6, 4.4, 1.1, 3.1, 3.2, 3.6, 4.4, 1.1, 3.1, 3.2, 3.6, 4.4,

Mercer Pharmacy Ambassador 3.2, 3.6, 4.2, 4.4, 3.2, 3.6, 4.2, 4.4, 3.2, 3.6, 4.2, 4.4,

Mercer Student Government 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Chair of Mercer professional committee (ad-hoc or standing) 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Officer of Mercer professional organization chapter 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Chair of state/regional/national professional committee 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Officer of state/regional/national professional organization 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,

Discussion

• PDN-PEP is outlined to all stakeholders each year which has led to increased engagement from all stakeholders over time– Students have adopted a culture of professionalism with an

emphasis on their own development

– Faculty have embraced promoting and advancing professional attitudes and behaviors

– More responsive alumni have been incorporated

• Guidance documents undergo continuous revision to improve communication and enhance expectations of all stakeholders

Discussion

• PDN-PEP Tracking Form

– Has generally remained stable over time

• New experiences have been added as needs arose (i.e., licensure

preparedness program)

• New specific elective opportunities

• Allows for tracking of student involvement by faculty and administration

– Awareness of need to devote resources to support professional endeavors of

students

• Valuable feedback via surveys from stakeholders

– Changes have been implemented in response to feedback

– Other changes include:

• Resources available to alumni and faculty members through LMS PDN

course page

• Professionalism Committee reviews feedback and provides support for

program

Lessons Learned

• Enhanced communication with stakeholders leads to

increased engagement

• New professional experiences added

• Distribution of an Excel summary sheet to faculty for

tracking form evaluation

• Faculty training program and annual “refresher” meeting

• Development of faculty resources to support advising and

group meetings

• Promotion of expanded alumni involvement

• More resources for alumni members

Section 3: Using experiential education assessment processes to promote and develop student self-awareness, leadership and professionalism

Jason Brunner, Ph.D.

University of Colorado

Skaggs School of Pharmacy and Pharmaceutical Sciences

25

Section 3: Using experiential education assessment processes

to promote and develop student self-awareness, leadership and

professionalism

Jason M. Brunner, PhD

Skaggs School of Pharmacy & Pharmaceutical Sciences

University of Colorado

Anschutz Medical Campus

jason.brunner@cuanschutz.edu

University of Colorado School of Pharmacy

Large, research intensive, public university

100-160 students per class in traditional 4-year program

200 online learners in professional programs

Backward design

Start with the end

3

Desired outcomes

Measures Curriculum

Wiggins, G. P., & McTighe, J. (2005). Understanding by

design. Alexandria, VA: Association for Supervision and

Curriculum Development.

Colorado PharmD Curriculum

1st Year

• Didactic

• Sciences > Pharmacotherapy

• IPE

• Intro. Experiential *Community

2nd Year

• Didactic

• Health Sciences = Pharmacotherapy

• IPE

• Intro. Experiential *Health System

3rd Year

• Didactic

• Health Sciences < Pharmacotherapy

• Intro. Experiential *Health System

• Advanced Intro. Experiential

4th Year

• Clinical Rotations (APPE)

• Summative Assessment

Backward design - Outcomes

What should students be able to demonstrate upon completion of APPE

rotations?

5

Clinical (KSAOs)

• Collect data

• Assessment

• Care plan

Professionalism

• Ethical behavior

• Self-awareness

• Leadership

Communication

• Verbal/nonverbal

• Written

• Diverse groups

Professionalism, Leadership & Self-Awareness

Make and defend rational, ethical decisions within the context of professional and personal values.

Demonstrate caring, ethical, and professional behavior when interacting with peers, professionals, patients, and/or caregivers

Respect and protect private, proprietary, and/or sensitive information

Develop and maintain professional relationships with peers, professionals, patients, and/or caregivers

Recognize emerging issues, products, and services to improve pharmacy practice and/or public health

Self-identify opportunities for growth in one's own performance

Demonstrates self-motivation to improve performance Incorporates provided feedback into work

Integration between didactic and experiential

Linkages from experiential-to-didactic-to-APPEs

Formative and summative assessments

» Clinical experiences

» Objective Structured Clinical Examination (OSCE)

» Case studies

» Written and verbal exams

7

Backward design - Curriculum

8

Developmental APPE-Readiness Practice Ready

P3 Spring Adv. IPPE

Clinical Skills

Professionalism

Communication

IPPE

Self-Awareness

P4 Intersession

Affective Domain

Clinical Knowledge

P3 SpringCapstone

Communication

Professionalism

Practice Skills(EPAs)

Clinical Skills(OSCE, Exams)

Knowledge(Exams)

Drug Information

Performance Evaluation

Letter Graded

Multiple APPE Tools with setting-specific Practitioner Skill outcomes

Outcomes independently assessed by domains

» Students must pass all domains

Remediation based on domain scores rather than final rotation grade

9

Grade

Earned

Skills

Domain

Professionalism

Domain

Communication

Domain

A A in Every Domain

B B Pass Pass

C C Pass Pass

F Fail in Any 1 Domain

Advanced IPPE (aIPPE) A six-week (240 hour) clinical rotation that

mimics a fourth year rotation.

Students engage directly with patients and members of the care team to perform specified rotation duties based on the practice site.

Graded on similar A-F scale as APPEs.

Same outcomes as APPE rotations with adjusted performance standards.

Complete assignments in preparation for capstone course.

Engaging in patient education

Responding to patient-specific drug information questions

Preparing patient cases

10

A A- B+ B B- C+ C C- D+ D D- F

Grades 148 1

0

20

40

60

80

100

120

140

160

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

aIPPE 2016(149 students)

A A- B+ B B- C+ C C- D+ D D- F

Series1 142 5 9 1

0

20

40

60

80

100

120

140

160

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

aIPPE 2017(157 students)

Capstone

9-week course

Students practice and refine skills through individual and collaborative activities using clinical patient cases and activities relevant to clinical pharmacy practice.

Builds upon aIPPE experiences.

Prepares students for P4 APPEs by simulating real patient care environments and activities.

Written and verbal exams

OSCEs

Patient cases

11

A A- B+ B B- C+ C C- D+ D D- F

Grade 43 39 25 23 8 6 3 1 1

0

5

10

15

20

25

30

35

40

45

50

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

Clinical Capstone 2016(149 students)

A A- B+ B B- C+ C C- D+ D D- F

Grade 26 34 27 30 24 12 2 2

0

5

10

15

20

25

30

35

40

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

Clinical Capstone 2017(157 students)

Intersession

Required <1 week course for P4 students during the spring.

Integrates APPE experiences for faculty feedback and assessment to provide a near final assessment of competence related to specific curricular Ability Based Outcomes (ABOs).

Occurs before APPE 6 & 7 to provide opportunities for improvement.

Practical application of

Patient cases

Evidence-based medicine (EBM)/drug information (DI)

Reflective writing

Communication, Self-awareness, and Professionalism

12

A A- B+ B B- C+ C C- D+ D D- F

Grades 46 32 35 20 9 3 3 1

0

10

20

30

40

50

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

Intersession 2016(149 students)

A A- B+ B B- C+ C C- D+ D D- F

Grades 43 36 31 22 11 6 4 1

0

5

10

15

20

25

30

35

40

45

50

Dis

trib

uti

on

of

Gra

de

sb

y c

ou

nt

of

stu

de

nts

Intersession 2017(157 students)

Lessons Learned and Conclusions

Consistent performance domains from IPPEs → APPEs

reinforce content, expectations, and promote growth

» Professionalism & Communication domains need equal weight in

assessment to reinforce importance

Experiential must be reinforced in Didactic

» Formative and summative assessments increased to provide additional

development opportunities (OSCEs, Case studies, Written and verbal

exams)

13

Section 4: Discussion of attendees’ programs’ promotion and assessment practices of student self-awareness, leadership and professionalism

26

Have Additional Questions?

justine.gortney@wayne.edu augustine_jm@mercer.edu jason.brunner@cuanschutz.edu

27

Have a great remainder of the meeting!