Student and Preceptor Evaluation
Timely and systematic evaluation completes the learning cycle. It provides the student with a yardstick by which to compare his/her performance to a predetermined standard. Evaluation is most meaningful when it provides the student with a summary of the information the preceptor has collected through previous observations and which has been shared in earlier feedback sessions.
Plans for handling the evaluation process should be discussed at the beginning of the preceptorship; students have the right to understand "upfront" what will be evaluated and when and how evaluation sessions will take place. We recommend that office‑based teachers give their students a blank copy of the evaluation form at the beginning of the preceptorship, informing them that they will be expected to evaluate themselves by the end of the month. In this way the actual evaluation discussion can center on discrepancies between how the preceptor evaluates the student and the student's self‑evaluation. As with feedback, evaluation skills quickly improve with practice.
Definition
Evaluation is the process of making judgments based upon factual information and observations in order to rate, rank, or assess the student's status at a given point.
Purposes
· To summarize performance for the student and teacher
· To communicate meaningful summary information to other parties
· To provide information for planning future educational experiences
· To identify areas that need revision
· To compare a student's skills to those of others, or to some predetermined standard
Timing and Setting
· Evaluation sessions should be predetermined and regularly scheduled.
· Evaluation should take place in a protected environment.
Guidelines for Evaluation
· Evaluation should be verbal and written when possible. If verbal only, the one being evaluated should be asked to review his/her understanding of the evaluation.
· Evaluation should be conducted in an unhurried atmosphere. The evaluator should undertake an evaluation only of what he/she can adequately cover in the time available.
· Evaluation must be based on explicit and common goals.
· Evaluation must be based on an atmosphere of trust between students and teachers.
· Students deserve and need to know how they will be evaluated prior to the evaluation session.
· Evaluation should be based on systematic observation recorded over a period of time.
· The one being evaluated should have the opportunity to provide input, not in order to change the evaluation, but to contribute his/her understanding of his/her performance.
· Formal evaluations should be predetermined and regularly scheduled.
· Multiple evaluations are better than single, end-of-experience evaluations. Early input allows for the correction of behavior and directs where the student should focus his/her effort.
In the CORE system, the Evaluation of Student Clinical Performance Form is used by preceptors to evaluate the student’s performance. It is divided into the seven core competencies. Within each competency, specific behaviors are provided as evaluation items. This form needs to be completed by preceptors towards the end of the rotation, discussed with the student, and sent to the respective CORE Office. CORE students from affiliated osteopathic colleges may have a different evaluation form. Please contact your respective CORE Office.
Evaluating Preceptors
Students who are on rotations evaluate their preceptors. In the CORE system, the Evaluation of Preceptor and Rotation Form (available online in New Innovations) is used by students to evaluate the preceptor. It includes important teaching behaviors that an effective preceptor should exhibit such as “Provides service orientation”, “Accessible”, “Provides clear explanations”, and others. CORE students from affiliated osteopathic colleges may have a different evaluation form. Please contact your respective CORE Office.