2-Minute Mentor: Evaluating Students' Clinical Experiences
Evaluating clinical experiences
- What kinds of data should I collect regarding students’ clinical experiences?
- How can I make evaluation a two-way process?
- What role can self-reflection play in students’ experiences?
Click below to watch CTE’s 2-Minute Mentor video on this topic:
Evaluating students' clinical experiences video transcript (doc)
Rubrics provide a valuable means for professors to evaluate students, but they also provide a means for students to evaluate themselves.
When creating a rubric for clinical work, think flexibility. Rubrics and other evaluation tools should be adaptable enough to cover a variety of circumstances that students will encounter in the field.
Here are things to consider:
- Give students a say in the development of guidelines. Bringing them into the process upfront can help with buy-in and with motivation. So ask:
- What elements of clinical work do they see as most important?
- What feedback would be most helpful to them?
- What elements would they use to evaluate themselves?
- Use more than one method of evaluation. In addition to rubrics and self-evaluations, consider performance evaluations from supervisors and others in the clinical setting, site visits, and discussions with students. Don’t rely on a single measure.
- Ask clients or patients for their thoughts. If appropriate, have patients or clients evaluate students’ work. A rubric or similar form that focuses on patient expectations and views can provide important feedback from the people students work with directly.
More about evaluating clinical experiences:
The following links provide additional readings on evaluating clinical readings:
Creating and Using Rubrics from Carnegie Mellon
Physical Therapist Student Evaluation. American Physical Therapy Association, 2003. (pdf)
Turnbull, J., et. al., “Clinical Work Sampling,” Journal of Internal Medicine 15 (August 2000): 556-61. (pdf)
Wolf, K. & Stevens E. (2007). "The Role of Rubrics in Advancing and Assessing Student Learning." The Journal of Effective Teaching, 7(1), 3-14.
These portfolios illustrate ways to use clinical experiences as part of your teaching:
- Closing the Loop: Identifying Program Goals, Assessing Learning Outcomes, and Re-Examining Practices—KU Intercampus Program in Communicative Disorders
- Blending Service-Learning with Preparing Secondary School English Teachers – Heidi Hallman
- Connecting Historical Issues to Contemporary Problems with Service-Learning—Kim Warren