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Justin Cornewell
PRESENTER: _________________________________________________________________
Clinical Calculations
PRESENTATION TOPIC/TITLE: ____________________________________________________________________________________________________________
PHRM 522: Capstone
AUDIENCE/COURSE: ____________________________________________________________________________________________________________________
3/28/18
DATE OF ACTIVITY: _____________________ 1:00-2:50
TIME: ___________________ Dusty Linn
EVALUATOR: _____________________________________________________
COMMENTS:
Strengths:
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1. Gave a nice introduction highlighting the process you use when completing calculations and described why this was important. 2. You provided some nice reminders to students regarding
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past learning material (e.g. Cockcroft-Gault equation not as accurate in AKI). 3. I thought it was a nice approach to have students follow a hospital protocol as this is what will be required
during APPEs and during jobs/residency following graduation. I appreciate you sharing and talking about what you do at IU Ball. 4. Practice problems were relevant to what is expected of
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pharmacists and you discussed that these cases were developed from your own practice. 5. Spent good amount of time walking around the room assisting students and answering questions.
6. Your presentation was professional and you were confident in the material you were presenting. The students seemed to enjoy learning from you!
Specific suggestions for improvement:
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1. Could have discussed a little more about why these calculations were selected over others. 2. Be cautious with how you advise use of a protocol, but then talk about how you don't always
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follow it, particularly to entry level students. 3. When you are talking about materials that is in a document (and not on slides), might be best to pull that protocol up on the screen so that it is
clear what you are talking about (e.g. Vancomycin protocol difficult to visualize). 4. You gave great introduction, but it might have been good to get students doing some calculations earlier in
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the session - perhaps students could have completed the initial set of calculations before you talked through the information? 5. When you give students time to work independently its
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always important to ensure the right amount of time has been alloted - always think about how long you think it should take the average students to complete these calculations (could also
consider assigning some pre-class work to help ensure all are on the same page at the beginning. 6. Some information needed to complete a calculation was missing (e.g. indication for
aminoglycosides and need for use of EID).