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iRubric: Evaluation of Student Communication Skills w/Healthcare Prof rubric

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Evaluation of Student Communication Skills w/Healthcare Prof Evaluation of Student Oral Communication Skills Rubric Code: H7WC49 By cathchristen Draft Public Rubric Subject: Pharmacy Type: Assessment Grade Levels: Graduate

Communication
	Not Done 0 pts	Requires Improvement 1 pts	Acceptable 2 pts	Exemplary 3 pts	Not Applicable (N/A)
Initiating Communication
Greets healthcare professional(s) and identifies self	Not Done Does not greet healthcare professional(s), immediately engages in task Does not identify self as student pharmacist Does not ensure encounter is compliant with HIPPA to protect patient confidentiality (if applicable)	Requires Improvement n/a	Acceptable n/a	Exemplary Uses individual's name (Dr./Mr./Mrs./Ms., followed by last name, if provided), is warm and personal Identifies self as student pharmacist Ensures encounter is compliant with HIPPA to protect patient confidentiality (if applicable)	Not Applicable
Sets the agenda	Not Done Does not describe the purpose of the encounter Does not ensure individual is able and willing to engage in interaction Does not provide a time estimate* for the encounter (if applicable) *Longer sessions must include time estimate.	Requires Improvement	Acceptable	Exemplary Describes the purpose of the encounter Ensures individual is able and willing to engage in interaction Provides a time estimate* for the encounter (if applicable) *Longer sessions must include time estimate.	Not Applicable
Establishing Trust
Rapport and Respect	Not Done Does not demonstrate personal concern Demonstrates disrespect or judgment Does not thank individual for their time	Requires Improvement Focus is on the task, rather than the individual, which compromises rapport May not thank individual for their time	Acceptable Displays personal concern and is genuine during the interaction Builds rapport, is respectful and nonjudgmental Does not thank individual for their time	Exemplary Displays personal concern and is genuine during the interaction Builds rapport, is respectful and nonjudgmental	Not Applicable
Elicting Information
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
Encouraging Involvement
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
Developing the Plan	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
Action Plan	Not Done Instructions are vague or unclear Individual is unclear on action that needs to be taken Overloads the individual with too much information Recommendations or response to questions are inaccurate	Requires Improvement n/a	Acceptable n/a	Exemplary Provides complete, concise, and clear instructions Emphasizes key information Recommendations and response to questions are accurate	Not Applicable
Organization
Transitions and Flow	Not Done Does not utilize transitions, leading to a disorganized interaction with poor flow	Requires Improvement Occasional use of transitions Interaction is somewhat choppy and disorganized	Acceptable n/a	Exemplary Transitions are clear and delivery is smooth Interaction flows logically	Not Applicable
Focus	Not Done Focus is unclear	Requires Improvement Focus may be on different items simultaneously	Acceptable n/a	Exemplary Discusses one item at a time	Not Applicable
Time Management and Pace	Not Done Use of time is poor 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 and maintains control of the discussion	Not Applicable
Verification of Understanding
Teach-back technique	Not Done Does not verify understanding	Requires Improvement Confirms understanding via the teach-back technique, but this may be interpreted as "testing" the individual or may feel somewhat demeaning or impersonal	Acceptable n/a	Exemplary Confirms understanding via the teach-back technique in a collaborative manner (e.g. "To be sure I explained everything clearly...)	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	Not Done Does not summarize the encounter	Requires Improvement n/a	Acceptable Summarizes the encounter	Exemplary Provides a personal, concise summary of the encounter	Not Applicable
Follow-up	Not Done Makes no reference to a follow-up plan, leading to an abrupt ending of the interaction	Requires Improvement Makes vague, non-specific comments regarding the follow-up plan	Acceptable n/a	Exemplary Establishes a follow-up plan, restates their name and contact information	Not Applicable
Establishing Trust (cont.)
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
Professional Attire	Not Done Dress is not appropriate for a professional	Requires Improvement n/a	Acceptable n/a	Exemplary Professionally dressed	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
Confidence	Not Done Lacks confidence	Requires Improvement May require improvement in confidence displayed or is overconfident	Acceptable n/a	Exemplary Appears confident	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	Requires Improvement Body language and distance requires some improvement. The interaction feels uncomfortable to either individual.	Acceptable Body language and distance are appropriate, the interaction feels comfortable and natural	Exemplary Exhibits finesse and command of body movement and proximity. Gestures used and distance are optimal for the interaction.	Not Applicable
Language
Tone and volume	Not Done Tone is demeaning at any point during the interaction Volume is not appropriate	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	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 during the interaction	Not Applicable
Jargon,pronunciation,&modification	Not Done Uses of jargon Words used (e.g. medical terminology or drug names) are pronounced incorrectly. Does not modify communication to meet special needs of the individual (e.g. literacy limitations, hearing/vision impairment, cognitive impairment, cultural differences)	Requires Improvement n/a	Acceptable n/a	Exemplary Information is stated clearly, avoids medical jargon or unexplained terminology and defines medical terms. Words used (e.g. medical terminology or drug names) are pronounced correctly. Modifies communication to meet special needs of the individual (e.g. literacy limitations, hearing/vision impairment, cognitive impairment, cultural differences)	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, healthcare professional

Subjects:

Pharmacy

Types:

Assessment

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