Rotation self-evaluation checklist (REC): A preceptors' perspective.

PURPOSE

Healthcare checklists standardize processes and procedures in medical facilities. In pharmacy experiential education programs, checklists may allow preceptors to standardize some student activities that affect patient care. During my time as a preceptor, I found that a checklist could assist struggling students who overlook critical patient information regularly.

DESCRIPTION

In this article, I reflect on the incorporation of a rotation self-evaluation checklist (REC) in the training of 83 pharmacy students. The reflection of this integration was performed with Brookfield's four lenses' model of critical reflection. These interconnecting lenses allowed for self, learner, peer, and literature reflection of a checklist implementation in an experiential rotation.

ANALYSIS/INTERPRETATION: The critical reflection analysis incorporated evaluations from students and discussions from learners and peers on the REC implementation. Introspection provided valuable insights into the origin and impact of the REC.

CONCLUSION

The REC assisted in the standardization of the medication review process for the pharmacy student, but also provided the learner the opportunity to self-evaluate their process. The reflection allowed me to conclude that the REC provided guidance and assistance to the learner, but also recognized that it was a stressor.

IMPLICATIONS

The critical reflection of this educational activity provided me with valuable insight into the perceptions and beliefs of this teaching and learning method and the impact on students. The REC assisted in student learning and a modified REC may have a role in the training of pharmacy students in other rotation settings.