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iRubric: Evaluation of Student Oral Communication Skills rubric

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Evaluation of Student Oral Communication Skills Adapted from Frankel et al, Kaiser Permanente and Kimberlin (AJPE, 2006) Rubric Code: U667C4 By jkingsbu Draft Public Rubric Subject: Pharmacy Type: Assessment Grade Levels: Graduate

Oral Communication
	Not Done 0 pts	Requires Improvement 1 pts	Acceptable 2 pts	Exemplary 3 pts	Not Applicable (N/A)
Initiating Communication
Greeting	Not Done No greeting, immediately engages in task	Requires Improvement Cursory and impersonal	Acceptable n/a	Exemplary States own name and title, is warm and personal	Not Applicable
Verifying Identity	Not Done Does not verify individual's identity	Requires Improvement n/a	Acceptable n/a	Exemplary Verifies individual's identity confirming name (Mr./Mrs./Ms., etc. followed by last name, if provided) and date of birth	Not Applicable
Setting the agenda	Not Done Does not set the agenda or prioritizes personal agenda without engaging the individual/audience in the process Does not provide a time estimate* for the encounter Does not maintain privacy and confidentiality (if applicable)	Requires Improvement Does not elicit the individual/audience concerns adequately or the agenda is not clearly stated Provides a time estimate* for the encounter Maintains privacy and confidentiality (if applicable)	Acceptable Elicits major concerns or questions early in the interaction and generates an agenda for the interaction Provides a time estimate* for the encounter Maintains privacy and confidentiality (if applicable)	Exemplary Elicits the full range of concerns considering time alotted Shares agenda (by describing purpose of encounter) in terms of individual/ audience benefit and ensures individual(s) is able and willing to engage in interaction Provides a time estimate for the encounter (*longer sessions must include time estimate) Maintains privacy and confidentiality (if applicable)	Not Applicable
Trust and Respect
Rapport and Respect	Not Done Does not demonstrate personal concern Demonstrates disrespect or judgment	Requires Improvement Focus is on the task, rather than the individual, which compromises rapport	Acceptable n/a	Exemplary Displays personal concern for individual's well being, and is genuine during the interaction Builds rapport and is respectful and nonjudgmental	Not Applicable
Active Listening and Empathy	Not Done Makes no attempt to respond to or validate emotion, leaving the individual feeling discouraged or belittled	Requires Improvement Shows little interest or encouragement for the expression of emotion and encourages individual to move on	Acceptable Responds to emotion (by offering validation), yet does not explore the emotion in more depth	Exemplary Validates emotion (using reflective and supportive responses)by openly exploring and encouraging expression of emotion (e.g. by using continuers such as "tell me more" or "go on")	Not Applicable
Balance	Not Done Interrupts individual Individual is not given adequate opportunity to talk	Requires Improvement n/a	Acceptable Grants individual time and opportunity to talk. Does not interrupt individual	Exemplary Grants individual the time and opportunity to talk. Individual feels their perspectives are valued and are given ample time to express their concerns and questions	Not Applicable
Positive Reinforcement	Not Done Fails to reinforce progress, accomplishments, and ability to manage therapy	Requires Improvement n/a	Acceptable n/a	Exemplary Reinforces progress, accomplishments, and ability to manage therapy	Not Applicable
Consensus Building	Not Done Fails to include individual in the decision-making process and/or fails to acknowledge and address barriers to plan implementation	Requires Improvement Somewhat engages individual in the decision-making process	Acceptable Engages individual in the decision-making process in a collaborative manner, requesting input and exploring acceptability and willingness to implement the plan	Exemplary Engages individual in the decision-making process in a collaborative manner, requesting input and exploring acceptability and willingness to implement the plan Fully explores barriers to implementation of the plan in time provided.	Not Applicable
Assessment of Understanding
Assessment of Understanding	Not Done Does not verify understanding	Requires Improvement Assessment of understanding may be interpreted as "testing" the individual/audience or may feel somewhat demeaning or impersonal Uses closed ended questions or fails to use appropriate technique(s) to assess understanding	Acceptable n/a	Exemplary Utilizes appropriate technique(s) to assess understanding For example, student may confirm understanding via the teach-back technique in a collaborative manner (e.g. "To be sure I explained everything clearly...) or utilize active learning activities	Not Applicable
Concluding the Encounter
Addressing questions/concerns	Not Done Does not inquire if there are any additional questions or concerns	Requires Improvement Uses a closed-ended questions to inquire about additional questions or concerns (e.g. "Do you have any questions?")	Acceptable n/a	Exemplary Uses an open-ended question to verify concerns and questions have been adequately addressed (e.g. "What questions or concerns do you have for me?")	Not Applicable
Summary/Action Plan	Not Done Does not summarize the encounter Recommendations or response to questions are inaccurate	Requires Improvement Instructions are vague or unclear Individual/audience is unclear on action that needs to be taken Overloads the individual/audience with too much information	Acceptable n/a	Exemplary Provides a personal, concise summary of the encounter For example: Provides complete, concise, and clear instructions Emphasizes key information Recommendations and response to questions are accurate	Not Applicable
Follow-up	Not Done Makes no reference to a follow-up plan, leading to an abrupt ending of the interaction Does not thank individual/audience for their time	Requires Improvement Makes vague, non-specific comments regarding the follow-up plan May not thank individual/audience for their time	Acceptable n/a	Exemplary Establishes a follow-up plan, restates their name and contact information, if applicable Thanks individual/audience for their time	Not Applicable
Nonverbal Communication
Eye contact	Not Done Uncomfortable, either lacking or excessive. Relies on notes	Requires Improvement Fair, but may occasionally be awkward Relies on notes often, which detracts from communication	Acceptable Appropriate Relies on notes or handouts occasionally, which does not impair communication	Exemplary Varied, comfortable, and natural Refers to notes or handouts minimally	Not Applicable
Body language and distance	Not Done Awkward and does not react to cues that they are too close or too far for an optimal interaction Body language may feel "hostile" or "closed" Exhibits mannerisms and body movements which severely detract from effective communication	Requires Improvement Body language and distance requires some improvement. The interaction feels uncomfortable to either individual Exhibits mannerisms and body movements which somewhat detract from effective communication	Acceptable Body language and distance are appropriate, the interaction feels comfortable and natural Displays open body language (e.g. leaning forward, square shoulders, arms relaxed/not crossed)	Exemplary Exhibits finesse and command of body movement and proximity. Gestures used and distance are optimal for the interaction. Avoids distracting mannerisms and body movements. Open body language inspires effective dialogue	Not Applicable
Confidence	Not Done Lacks confidence, appears nervous Frequent use of "hedging terms" (e.g. sort of, kind of)	Requires Improvement May require improvement in confidence displayed or is overconfident Use of "hedging terms" (e.g. sort of, kind of)	Acceptable Appropriate confidence is displayed Avoids use of "hedging terms" (e.g. sort of, kind of)	Exemplary Appears confident and assertive, other individual(s) are put at ease Avoids use of "hedging terms" (e.g. sort of, kind of)	Not Applicable
Professional Attire	Not Done Dress is not appropriate for a professional and may violate dress code (e.g. jeans, unclean or lacking white coat, attire that may make the individual/ audience uncomfortable, etc.)	Requires Improvement n/a	Acceptable n/a	Exemplary Adheres to appropriate dress code for the occasion For example, professionally dressed, including clean white coat (if appropriate)	Not Applicable
Professional Demeanor	Not Done Demeanor is not appropriate for a professional	Requires Improvement At times, the professionalism displayed feels somewhat impersonal, clinical, or "cold"	Acceptable n/a	Exemplary Professional demeanor (conduct, behaviors) exhibited throughout the encounter	Not Applicable
Verbal Communication
Asking questions	Not Done Uses closed-ended questions frequently or fails to ask appropriate open-ended questions Asks leading or biased questions Asks multiple questions simulatneously	Requires Improvement The interaction feels somewhat like an interrogation. Requires improvement with probing or framing of questions as open or closed ended to collect necessary information Avoids frequent use of leading, biased, or multiple questions	Acceptable n/a	Exemplary Uses open versus closed ended questions appropriately. Uses probes effectively to clarify vague or incomplete responses, if indicated Avoids leading, biased, or multiple questions	Not Applicable
Use of fillers (e.g. ah, um, uh)	Not Done Fillers are frequent and detract from the verbal message	Requires Improvement Fillers are frequent and detract from the verbal message	Acceptable Some fillers are noted, however these are minimal and do not detract from the verbal message	Exemplary Avoids use of fillers (e.g. ah, um, uh, so) during the interaction	Not Applicable
Jargon,pronunciation,&modification	Not Done Uses of jargon or slang terms Words used (e.g. medical terminology or drug names) are mispronounced Does not modify communication to meet special needs of the individual/audience (e.g. literacy limitations, hearing/vision impairment, cognitive impairment, cultural differences; avoids unexplained medical jargon in patient interactions; uses medical terminology appropriately with health care professionals)	Requires Improvement n/a	Acceptable n/a	Exemplary Information is stated clearly Words used (e.g. medical terminology or drug names) are pronounced correctly Modifies communication to meet special needs of the individual/audience (e.g. literacy limitations, hearing/vision impairment, cognitive impairment, cultural differences; avoids unexplained medical jargon in patient interactions; uses medical terminology appropriately with health care professionals)	Not Applicable
Organization, Flow, and Focus	Not Done Does not utilize transitions, leading to a disorganized interaction with poor flow Focus is unclear	Requires Improvement Occasional use of transitions Interaction is somewhat choppy and disorganized Focus may be on different items simultaneously	Acceptable n/a	Exemplary Transitions are clear and delivery is smooth leading to a well organized interaction Interaction flows logically Discusses one item at a time	Not Applicable
Time Management and Pace	Not Done Use of time is poor (too fast or too slow) or difficulty demonstrated in maintaining control of the discussion (unable to finish in alotted time)	Requires Improvement Covered key information but was rushed (poor pacing) or mismanaged time	Acceptable n/a	Exemplary Uses time effectively with good pacing, and maintains control of the discussion throughout the encounter	Not Applicable
Tone and volume	Not Done Tone is demeaning at any point during the interaction Volume is not appropriate (e.g. too loud or too low)	Requires Improvement Tone and/or volume makes understanding of information somewhat difficult	Acceptable Tone and volume are appropriate	Exemplary Exhibits finesse and command of tone and volume (e.g. speaks audibly and clearly throughout the encounter)	Not Applicable
Personal Reaction of Assessor
Trust	Not Done As the evaluator, I would not trust this student to be my pharmacist and/or feel I would not like to return to see this "pharmacist"	Requires Improvement n/a	Acceptable n/a	Exemplary As the evaluator, I would trust this studdent to be my pharmacist and would like to come back to see this "pharmacist"	Not Applicable
Feedback	Not Done This student is defensive or not receptive to the feedback provided	Requires Improvement n/a	Acceptable n/a	Exemplary This student is receptive to feedback	Not Applicable

Keywords:

communication, pharmacist, patient

Subjects:

Pharmacy

Types:

Assessment

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