HRSA Demographic Survey
Are you a health sciences faculty member?
Are you a health professional student?
Which quarter (or semester) do you plan to graduate?
Please identify your gender.
Please identify your ethnic background.
Please identify your racial background. Please select all that apply.
Have you lived in a rural area for more than one year?
For the purpose of this survey, "rural" is defined as an area with a population core of less than 10,000 people located at least one hour outside of an urban area.
Are you from an educationally disadvantaged background?
For the purpose of this survey, educational disadvantage is defined as one or more of the following: • Attended a high school with low average SAT scores. • Attended a high school from which a low percentage of seniors receive a high school diploma or a low percentage of graduates go to college during the first year after graduation. • Attended a high school with low per capita funding. • Come from a family in which you are in the first generation to attend college. • You learned English as a foreign language. • You have a diagnosed physical or mental impairment that substantially limits your participation in educational experiences.
Are you from an economically disadvantaged background?
For the purpose of this survey, economic disadvantage is defined as one or more of the following: • You come from a family with an annual income below the low-income threshold, to the best of your knowledge. • At least 50% of students in your high school were eligible for free or reduced price lunches, to the best of your knowledge. • You come from a family that received public assistance (e.g., Aid to Families with Dependent Children, food stamps, Medicaid, public housing).

Authors: Jennifer Sonney, PhD, ARNP, PPCNP-BC and Mayumi A. Willgerodt, PhD, MPH, RN
Audience: Clinical preceptors and other health professionals working with learners
Run time: Approximately 30 minutes

Welcome to the Preceptor Toolkit Module on Feedback and Evaluation.  Feedback and assessment are critical components of the learning process. Learning is most effective when assessment is meaningful and delivered in a constructive, timely manner. This module is presented in three sections: Principles of Feedback and Evaluation; Strategies for Effective Feedback and Clinical Evaluation; and Challenging Feedback and Evaluation Scenarios. 

This online module includes audio and visual demonstrations and interactive scenarios.

For a brief tutorial on how to navigate through the preceptor toolkit modules to get the most out of your learning experience, click the “Watch Tutorial” button below.
Watch Tutorial

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Identify components of effective clinical assessment to promote continuous professional and interprofessional development.
  2. Incorporate effective feedback and evaluation strategies into teaching practice. 
  3. Review applications of feedback strategies. 
  4. Demonstrate effective feedback strategies while modeling effective communication skills.
  5. Respond to common feedback and evaluation challenges when working with interprofessional learners.

     

This course is only available to CHSIE Members.

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Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Identify components of effective clinical assessment to promote continuous professional and interprofessional development.
  2. Incorporate effective feedback and evaluation strategies into teaching practice. 
  3. Review applications of feedback strategies. 
  4. Demonstrate effective feedback strategies while modeling effective communication skills.
  5. Respond to common feedback and evaluation challenges when working with interprofessional learners.