Plan
Create handouts that supplement topic discussions and presentations
Prevent wordiness by limiting supplemental material to include only the most valuable information
Complete the preparation of presentation materials with sufficient time to edit and streamline
Request mentor and preceptor preview of presentation materials when necessary
Develop a feedback tool that provides learners the opportunity to evaluate the presentation
Timeline
August 2020-April 2021
August 2020-December 2020: Focus on individual topic discussions
January 2021-April 2021: Shift to the more traditional small group setting (COVID permitting)
Strengths
Detail-oriented
Organized
Developed communication skills
Presentation creation abilities
Weaknesses
Perfectionist
Wordiness
Teaching above the level of learner
Providing too much information in a single setting
Measure
Mentor evaluation of lecture
Surveys from learner focused upon which information was most or least useful
Test question statistics
Pre- and post-presentation evaluation to determine learning
Contingency
Developing the presentation in segments over multiple days rather than in a single sitting
Ensure presentations are done at least 3 days in advance to allow time to thoroughly edit
Review of presentations if concerned with quality of material
Attain small and large group teaching activities through UAMS if group education does not seem feasible in the pharmacy
Plan
Evaluate learning preference
Incorporate activities to best suit the learning preference
Develop a feedback tool for learners to quickly critique the activity
Evaluate the activities based on feedback
Develop a greater understanding about learning preferences and the best suited activities for each
Timeline
August 2020-April 2021
August 2020-September 2020: Develop a more complete understanding of learning preferences
August 2020-December 2020: Incorporate a wide variety of active learning activities into individual education settings
January 2021-April 2021: Incorporate small group active learning activities
January 2021-April 2021: Precept APPE students and develop more robust personalized education plans
Strengths
True interest in teaching
Willingness to incorporate new methods of teaching
Genuine excitement when seeing someone succeed
Strong communication skills
Weaknesses
Lack of personal need for a variety of teaching methods
Tendency to resist unproven activities - preventing growth
Excessive worry about performance of the activity
Measure
Use at least four different active learning activities
Use unique active learning activities across various group sizes and educational levels
Feedback from learners on which activities were most effective and how to improve
Personal reflection regarding learning preferences
Contingency
Incorporate and increase successful activities based on learner feedback
Examine and evaluate failed activities
Preview new materials with experienced teachers for evaluation
Observation of experienced teachers
Plan
Utilize various opportunities to provide feedback to a wide variety of learners including:
APPE students
Course instruction
Educational courses to patients
Timely
Feedback scheduled in advance to ensure timeliness
Oral feedback provided immediately after observation
Written materials prepared for more formal feedback
Valuable
Provide the learner with an example or observation that led to the positive or negative feedback
Instruct the learner with specific ways to improve their performance
Learner self-identifies ways to improve their own performance
Balance all feedback sessions with positive feedback used to begin and end the session
Provide written documentation to aid in the implementation of suggestions
Timeline
August 2020-April 2021
August 2020-December 2020: Provide feedback to recurring diabetes education patients
January 2021-April 2021: Provide feedback to APPE students
August 2020-April 2021: Assist in writing and analyzing test questions
Strengths
Developed communication skills
Detail-oriented instructions
Desire to see growth in the learner
Weaknesses
Tendency to offer only positive feedback
Excessive wordiness trying to explain the negative comment
Disappointment when feedback is ignored
Measure
Provide oral feedback within 24 hours of the event to APPE learners
Provide written feedback when warranted within 72 hours
Adapt feedback style based on mentor and learner feedback
Learner feedback regarding value of session
Contingency
Preceptor preview of feedback if particularly difficult
Preceptor preview of feedback if concerned with lack of objectivity or value
Awareness of word counts and time limits when providing feedback
Compare personal feedback with feedback of my site director when co-precepting a student to ensure quality