Implementation of the Individual Teamwork Observation and Feedback Tool to Evaluate Pharmacy Student Performance

Abstract

Objective. A direct observation and rating of students' interprofessional teamwork skills was added as a required activity to an advanced pharmacy practice experience (APPE) curriculum using the Individual Teamwork Observation and Feedback Tool (iTOFT). The objective of this evaluation was to determine the appropriateness and feasibility of iTOFT implementation during APPEs. Methods. In the academic year 2018-2019, preceptors administered iTOFT at least once during required acute care and ambulatory care APPEs. After administration, which involved direct observation of students' behavior on an interprofessional team, preceptors evaluated iTOFT results and offered feedback to students. To determine implementation success of the iTOFT activity, an implementation satisfaction survey was administered to preceptors and students, which included questions on appropriateness and feasibility. Results. The iTOFT activity was completed 149 times each during required acute care and ambulatory care APPEs. Results demonstrated positive teamwork behaviors; for example, no students received an 'inappropriate' rating on any iTOFT item. The implementation survey response rate was 33% (34/102) for preceptors and 40% (50/125) for students. Both groups reported that the iTOFT activity was feasible. Respondents also reported that completing the iTOFT activity did not interfere with workflow and that it was not difficult to find opportunities to complete it. Per preceptor report, mean time to complete the iTOFT activity was 37.7 minutes, but there were concerns identified about fidelity to all iTOFT steps. Conclusion.Incorporation of the iTOFT activity into required acute and ambulatory care APPEs was feasible. Future directions include determining ways to increase iTOFT fidelity.

Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review

“…After removing duplicates (n = 521), titles and abstracts of 822 articles were screened, resulting in 27 full-text articles being retrieved and reviewed for eligibility against inclusion and exclusion criteria. This yielded 13 articles [ 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ] that were subsequently included in this review.…”

“…There is also a need for the use of a theoretical framework in pharmacy education research to assist researchers in better understanding the feedback process and guiding the implementation of the proposed intervention. This can result in an effective and sustained feedback process during experiential learning [ 28 ]. Implementation of a theoretical framework and feedback models helps in measuring the impact of feedback on student outcomes and understanding the strategies that can enhance student performance and learning [ 28 ].…”

“…This can result in an effective and sustained feedback process during experiential learning [ 28 ]. Implementation of a theoretical framework and feedback models helps in measuring the impact of feedback on student outcomes and understanding the strategies that can enhance student performance and learning [ 28 ]. The lack of consistent, constructive, timely, and individualized feedback, as reported by most of the included studies in this review, highlights the need for feedback model implementation in pharmacy education.…”

“…Margolis, 2022 [28] The iTOFT activity provided a formal structure for feedback on interprofessional teamwork. Not described Use validated interprofessional assessment tools To evaluate and provide valuable information on the precenting skills of pharmacy residents, ultimately fostering their growth and development in this role.…”

“…Feedback was collected at the end of the rotation. Preceptors Margolis, 2022 [28] The feedback provided to students using the Individual Teamwork Observation and Feedback Tool (iTOFT) focused on their interprofessional collaboration skills.…”