PBT Evaluation Guidelines to accompany PBT Evaluation Form

The following points serve as a guide for delineating the performance expectations for students in PBT tutorials in year II of the occupational therapy program. The areas identified are not meant to be a comprehensive list, but a guide for identifying key strengths and opportunities for ongoing learning and areas for professional growth of each student on the corresponding form. Please note that *** denotes exemplary performance in year 1 and required performance in year 2.

Students will be assigned either a “satisfactory” or “unsatisfactory” grade in each of the four performance areas at midterm and at final evaluation

Professionalism Group Skills

  • Demonstrates responsibility and self-direction; is accountable for behaviors and actions
  • Attends and is on time OR notifies group members/tutor AND follows up with reasonable contributions to group work
  • Is prepared, participates and contributes regularly
  • Completes all assigned tasks including written evaluations on time with appropriate depth of thinking
  • Presents self (demeanour and appearance) in a manner that is consistent with the learning environment of a masters-level professional program
  • Uses appropriate language/professional terminology
  • Demonstrates respect and sensitivity for others in the group(eg. active listening, aware of and responsive to strengths & weaknesses of other)
  • Demonstrates actions which assist and facilitate group functioning (eg.initiates development of group goals, clarifies group decisions, flexible in response to group needs)

*** Assumes a variety of roles within the group (e.g. facilitator, summarizer, initiator, etc.)

*** Facilitates the development of group skills in other group members

*** Respectfully engages in challenges to group/with group members

Learning Preparation & Knowledge Development

  • Identifies diverse yet appropriate learning strategies and resources
  • Accesses a variety of resources (e.g. books, journals, audio-visual materials, clinical experts, community resources, anatomy lab, etc.)
  • Makes appropriate links to prior learning/knowledge
  • Provides accurate and relevant information for the full exploration of the issue(s)
  • Comes prepared to share information in an organized, synthesized and useful manner
  • Describes how the search for information was conducted, and provides rationale for selection of resources and information
  • Provides enough information to allow peers to determine the quality of information
  • Able to share key information based on its availability and appropriateness for the group discussion at the time

***Explains complex]information concisely and in such a way that helps everyone understand the concepts/issues

*** Uncovers additional relevant information through a diligent effort

***Uses multiple resources simultaneously to address learning objectives

Critical Thinking & Clinical Reasoning

  • Identifies strengths, limitations and inconsistencies of the evidence appraised
  • Able to identify and make hypotheses including hypothesis about inconsistencies within the shared information.
  • Able to rationally develop and defend an opinion/position after considering multiple sources

(theory , research evidence and expert opinion)

  • Willing to change/defend positions but requires sufficient evidence first
  • Asks provocative or challenging questions to facilitate others clinical reasoning
  • Maximizes client strengths and resources when developing intervention plans
  • Able to compare and contrast alternative assessment and intervention strategies
  • Describes and applies both OT and non-OT models and theories to the scenario (to explain the problem and/or guide intervention)

*** Able to prioritize and justify approach based on consideration of multiple factors including ethics,evidence, theory, feasibility and system constraints

*** Is able to determine when the status quo is acceptable versus when advocacy/change is required and how

*** OT plans are detailed, comprehensive and customized in that they address the complexities in the problem

Feedback

  • Able to provide feedback to others in a tactful and sensitive manner
  • Identifies actions which have both assisted and hindered learning within the group
  • Provides constructive suggestions to others to help them improve their performance
  • Demonstrates insight regarding personal performance (i.e., strengths and weaknesses,and their impact on group process)
  • Able to identify personal learning objectives that build on strengths and also address areas of weakness
  • Responds to feedback from others in attempting to change behaviour

***Provides some constructive feedback (individual and/or group) during each tutorial

***Identifies and proactively addresses sensitive issues

Satisfactory

Student consistently demonstrates most of the key skill behaviours within the performance area(s). Performance is of good-excellent quality, reflecting continued growth and improvement throughout the term. Student responds quickly to change performance following feedback and demonstrates responsibility and self-direction.

Unsatisfactory

Minimal expectations are not met. An “Unsatisfactory” grade in any performance area may be assigned if the student:

  1. demonstrates some of the key skill behaviours on occasion but performance is not consistent, or
  2. does not demonstrate some key skill behaviours and further skill development is required, or
  3. demonstrates sporadic participation and there is limited evidence on which to base evaluation, or
  4. demonstrates minimal evidence of change in response to feedback, or
  5. does not demonstrate responsibility and self-direction.

If a final “unsatisfactory” grade is assigned, the tutor provides this recommendation to the Course Coordinator. The Course Coordinator reviews and presents the information from the tutor and the written evaluations to the Program Academic Study Committee (PASC) for determination of subsequent steps.

NOTE: A “satisfactory” standing in Problem-Based Tutorials (PBT) final evaluation is needed to meet the minimum requirements of this component and to receive an overall passing grade in the Inquiry & Integration course.