Didactic Experiences (Lectures)

Description: students were expected to recognize the prevalence and burden of pain in cancer; define pain, types of pain, syndromes of pain; identify tools for pain assessment; select treatment based on patient considerations; and justify pain management treatment options for oncology patient cases

Audience: P3 students

Completion Date: October 29, 2020

Exam Questions

Exam question statistics

Student Survey Results

Advisor Evaluation: This was overall one of the best resident lectures I have mentored! Thank you for your hard work.

• Strengths

  • Clear voice and great flexion of your voice

  • Made sure students can see and hear before starting

  • Demonstrated clinical insight

  • Shared personal experiences and stories to make it more relatable to students (ex. IT pump, magic wash compounding)

  • Great integration of material: linked agents used for pain to specific oncology medications

  • Great transitions between section and paused to ask for questions

  • Verbally emphasized important points

  • Gave students a break to recharge and ensure attention

  • Great handle on technology

  • Within allotted time for the lecture (9:05-10:21 am)

  • Oriented students to how to study the charts and anticipate exam questions with conversions to manage expectations

  • Provided extra patient cases for additional practice to reinforce material

• Opportunities

  • Would focus exam questions primarily on pharmacotherapy and based on patient cases

  • Suggest monitoring chat closer during your lecture

Self-evaluation

• Overall, I really enjoyed giving this lecture and I think it showed throughout the presentation. At the start of the lecture, I could tell I was nervous given the use of filler words but as the presentation went on, I became more comfortable with the classroom environment which showed in my demeanor. One of the biggest areas of opportunity I identified was the use of Zoom technology for asynchronous learning, including monitoring the chat for questions. I think this could have been avoided had I practiced my lecture ahead of time on campus to become more familiar with the setup in the classroom. On the other hand, my biggest strength was demonstrating my expertise with opioid management by sharing my personal experiences throughout the presentation. While this was a challenging topic to teach, I feel that I was able to deliver on the stated objectives in a clear and concise manner.

Final Draft of Lecture

Description: students were expected to compare and contrast telehealth, telemedicine, and telepharmacy, describe the applications of telepharmacy in current pharmacy practice, and evaluate the impact of telepharmacy services in future pharmacy practice

Audience: P2 students

Completion Date: May 6, 2021

Exam Questions

Exam question statistics (Questions 50-56)

Faculty Evaluation

• Strengths

  • Tuesday did a great job introducing herself, which demonstrated her experience in telehealth to gain rapport with students.

  • Tuesday presented her class over zoom. She is very clear and articulate when she speaks. Although she was over zoom, she maintained good eye contact looking at the screen. She did a good job making it interactive and asking students questions about telehealth/telemedicine to gain their perspectives.

  • Since the students were over zoom she did a good job taking mini breaks throughout the lecture.

  • The slides were very informative and easy to follow. They had different visuals which help keep the students engaged in the lecture.

  • Tuesday’s exam questions were consistent with lecture objectives.

• Opportunities

  • I would recommend to wait a few more seconds when asking questions of students to give them time to think about the question and provide a response.

Advisor Evaluation

• Strengths

  • Started and stopped within the allotted time

  • Clear voice and enunciation, comfortable pace

  • Incorporated active learning, questions for students, and visual aids (videos) to re-enforce material

  • Incorporated personal experiences for students to relate to

  • Great eye contact and no distractive mannerisms

  • Took breaks at meaningful stops during the lecture

  • Very good handle of technology

  • Excellent use of downtime during technology issues by asking students questions and sharing experiences!!!

• Opportunities

  • Suggest waiting/allowing more time for students to answer questions and/or provide comments.

Self-evaluation

• Surprisingly, this lecture was more difficult for me to deliver than the clinical lecture that I taught. I think this stems from the fact that the topic itself was more subjective and required engagement through additional active learning activities. Similar to the last lecture, I could tell I was nervous in the beginning by the use of filler words which seemed to dissipate as I got into a rhythm. I agree with the feedback I received from my preceptors that I could have allowed more time for students to answer questions throughout the presentation. In general, I felt that I was rushing the presentation because I was worried that I wouldn't finish on time and this translated to not permitting enough time for students to respond. In the middle of the presentation, I encountered technical difficulties that required me to pivot. This gave me an opportunity to provide additional perspective on the topic, while also check in to answer any questions. Following the lecture, I received an email from one of the students who enjoyed my lecture and wanted to hear more about my career journey. This email alone demonstrates to me that I was able to successfully engage the students and maintain an environment of learning.

Final Draft of Lecture