1. Evaluation Workshop Janice Kuperstein, Ph.D., P.T. David Sacks, Ph.D.
Associate Dean, College of Health Sciences
David Sacks, Ph.D.
Community Faculty Program Director,
College of Medicine

2. This is a different plenary, our talk is only 20 minutes long and will contain two objectives. The rest of the time for the plenary session will be for individual meetings with Course Directors and Course Coordinators who can answer specific questions.
The reason for this format is that it is difficult to develop a talk that is broad enough for all community faculty to enjoy, and yet answer individual questions about evaluating students.

3. This can be deleted, at the end of the conference, people may enjoy a little humor about presentations.

4. Objectives
1. Discuss longitudinal learning required during clinical experience progression
2. Identify challenges of relevant, individualized evaluation of students in the clinical environment

5. Discuss longitudinal learning required during clinical experience progression
Be honest when evaluating students, especially considering their prior and future clinical experiences.
Talk about their clinical abilities as being appropriate for their current clinical experiences and will develop further as they gather more experience – In almost all cases, the course faculty will attempt to frame your expectations based on the level of the clinical experience. In Medicine and PAS for example, a student doing a clerkship in month one of the clinical year is not expected to be at the same level as a student on month 11, or even 5. In PT, Pharmacy, and CSD, there are very distinct clinical experiences with very different levels of expectations.
If we like a given student, we tend to want to be very positive. It is actually most helpful to the student to give her or him an accurate assessment of what is done well, and where work is needed.
What can we say to students as we finalize their clinical rotation?
“Considering where you are in your clinical education, you are doing well. You will need to develop additional skills before you are able to work on your own.”
“I am really pleased with your progress at this point, here are areas you should emphasize as you continue on your clinical journey.”
“I am disappointed that at this point you are not able to ….. But lets make that a priority for the next time...”

6. Identify challenges of relevant, individualized evaluation of students
in the clinical environment
What are challenges when evaluating students in the clinic environment?
Consider your response and then turn to one or two people sitting near you. Share your responses and be prepared to report out in a couple of minutes.
I will repeat your challenge so everyone in the audience can hear. Please be concise.

7. Conscious or Unconscious Bias??
Patients
Students
Families
Staff
Self
Particularly in the current environment, we believed it important to discuss the role of bias in evaluation and in practice. Do you hear comments that disparage others based on any “other” state. How do we counter those? For example, obesity, insurance status, adherence behaviors, race, ethnicity, age/experience,
How do we handle it when patients express bias toward our students? (appropriate response to patients not wanting a certain student to be involved in care – certainly detrimental to patient and student to force the issues but how do we minimize harm?
How does this become part of assessment?

8. Comparable experiences
Grading instruments and policies
Knowledgeable faculty
Opportunities for faculty development
Review evaluations for variation in experience or assessment
Use this to lead into the break out aspect of the session

9. Thank you!
At this time, please head back and meet with the Course Directors/Course Coordinators at the various tables at the back of the room to have individual discussions about how to evaluate students. Head to a table that best represents your interest area, we want everyone to be engaged in conversations about evaluating students.