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“You’re Fired!”, Student Peer Evaluations, Bridging Competence and Professionalism

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Abstract:

We used a performance-based, student-centered model of education in this two semester senior pharmacotherapy course. We were disappointed in our student peer assessments’ ability to differentiate students and we wanted to increase the students’ awareness of professional behaviors. A literature review brought us to implementing new aspects to our two types of peer assessments in our pharmacotherapy courses.

For the interview performance evaluation we added the statement, “I would refer my own family members to this future (eventual) pharmacy clinician.” The students were required to answer Yes or No and provide explanatory comments. For their group activities peer evaluation we added the question, “Would you want this student in your next group?” Again they were required to answer Yes or No and provide explanatory comments. We maintained the old graded system with associated comments. The students received from their assessments numerical performance grades, constructive comments and a report of the percentage of Trust and Rehire responses. The explanatory comments were kept from the student reports.

The response comparisons of these new items with our previous graded and comments items shows the contrast between these two forms of student peer evaluations. Additionally the poster reports the personal impacts upon several student’s self perceptions and behavioral changes.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p125990_index.html
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MLA Citation:

Munyer, Thomas. and Scolaro, Kelly. "“You’re Fired!”, Student Peer Evaluations, Bridging Competence and Professionalism" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p125990_index.html>

APA Citation:

Munyer, T. and Scolaro, K. L. , 2006-07-05 "“You’re Fired!”, Student Peer Evaluations, Bridging Competence and Professionalism" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p125990_index.html

Publication Type: School Poster
Abstract: We used a performance-based, student-centered model of education in this two semester senior pharmacotherapy course. We were disappointed in our student peer assessments’ ability to differentiate students and we wanted to increase the students’ awareness of professional behaviors. A literature review brought us to implementing new aspects to our two types of peer assessments in our pharmacotherapy courses.

For the interview performance evaluation we added the statement, “I would refer my own family members to this future (eventual) pharmacy clinician.” The students were required to answer Yes or No and provide explanatory comments. For their group activities peer evaluation we added the question, “Would you want this student in your next group?” Again they were required to answer Yes or No and provide explanatory comments. We maintained the old graded system with associated comments. The students received from their assessments numerical performance grades, constructive comments and a report of the percentage of Trust and Rehire responses. The explanatory comments were kept from the student reports.

The response comparisons of these new items with our previous graded and comments items shows the contrast between these two forms of student peer evaluations. Additionally the poster reports the personal impacts upon several student’s self perceptions and behavioral changes.

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