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I need a poster about elderberry . I put the guide and some example and the material you should use it
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Guide to American Medical Association (AMA) Manual of Style, 10th Edition
This is an abbreviated version of a full document created by Audrey Kostrezewa, PharmD, MPH, BCPS, Concordia University (Wisconsin)
School of Pharmacy. Please click on the following link to access the full document:
https://www.lynchburg.edu/wp-content/uploads/citation-style/Guide-to-AMA-Manual-of-Style.pdf
Formatting Citations1-3
•
•
•
Authors: Use authors’ surname followed by their initials without periods. If there are < 6 authors, all should be named. If there
are > 6 authors, list the first 3 followed by “et al.” Roman numerals and “Jr/Sr” follow the initials. Original spelling and
capitalization of surnames with prefixes or particles (eg, von, de, La, van) are retained.
Titles: Retain the spelling, abbreviations, style (eg, capitalization) of the original title (including numbers). Exception: numbers
at the beginning of the title should be spelled out (except specific years (eg, 1948).
Journal: Use NLM-abbreviated titles (eg, N Engl J Med).
• Search titles here: http://www.ncbi.nlm.nih.gov/nlmcatalog/journals.
• Information about abbreviated titles: https://www.nlm.nih.gov/tsd/cataloging/contructitleabbre.html.
Citation Type
Format
Journal
Author(s). Title. Journal.
article (print) Year;Volume(Issue):Page number(s).
Journal
article
(online)
Author(s). Title. Journal.
Year;Volume(Issue):Page number(s). URL.
Published date. Updated date. Accessed date.
1. With URL
2. With DOI
3. Published
ahead of
print
Author(s). Title. Journal.
Year;Volume(Issue):Page number(s). DOI.
Author(s). Title [published online ahead of print
date]. Journal. Year;Volume(Issue):Page number(s).
DOI.
Book chapter Chapter author(s). Chapter title. In: Book author(s) or
(print)
editor(s). Book title. Volume number and title. Edition
number (do not indicate 1st edition). Place of
publication: Publisher; Year:Page number(s).
Book
Chapter author(s). Chapter title. In: Book author(s) or
chapter
editor(s). Book title. Volume number and title.
(online)
Edition number (do not indicate 1st edition). Place of
publication: Publisher; Year:Page number(s). URL.
Accessed date.
Book (print)
Book author(s) or editor(s). Book title. Volume
number and title. Edition number (do not indicate 1st
edition).
Place of publication: Publisher; Year.
Book (online) Book author(s) or editor(s). Book title. Volume
number and title. Edition number (do not indicate 1st
edition). Place of publication: Publisher; Year. URL.
Accessed date.
Example
Rainer S, Thomas D, Tokarz D, et al. Myofibrillogenesis
regulator 1 gene mutations cause paroxysmal dystonic
choreoathetosis. Arch Neurol. 2004;61(7):1025-1029.
Duchin JS. Can preparedness for biological terrorism save us from
pertussis? Arch Pediatr Adolesc Med. 2004;158(2):106107. http://archpedi.ama- assn.org/cgi/content/full/158/2/106.
Accessed June 1, 2004.
Smeeth L, Iliffe S. Community screening for visual impairment in the
elderly. Cochrane Database Syst Rev.
2002;(2):CD001054. doi:10.1002/14651858.CD1001054.
Van der Hoek L, Pyrc K, Jebbink MF, et al. Identification of a new
human coronavirus [published ahead of print March 21, 2004]. Nat
Med. doi:10.1038.nm1024.
Solensky R. Drug allergy: desensitization and treatment of reactions
to antibiotics and aspirin. In: Lockey P, ed. Allergens and Allergen
Immunotherapy. 3rd ed. New York, NY: Marcel
Dekker; 2004:585-606.
Resnik NM. Geriatric medicine. In: Braunwald E, Fauci AS,
Isselbacher KJ, et al, eds. Harrison’s Online. Based on:
Braunwald E, Hauser SL, Fauci AS, Kasper DL, Longo DL,
Jameson JL, eds. Harrison’s Principles of Internal Medicine. 15th
ed. New York, NY: McGraw-Hill; 2001.
nfo.html. Accessed December 6, 2005.
Adkinson N, Yunginger J, Busse W, Bochner B, Holgate S, Middleton
E, eds. Middleton’s Allergy: Principles and Practice.
6th ed. St Louis, MO: Mosby; 2003.
Lunney JR, Foley KM, Smith TJ, Gelband H, eds. Describing Death in
America: What We Need to Know. Washington, DC: National Cancer
Policy Board, Institute of Medicine; 2003.
http://www.nap.edu/books/0309087252/html/. Accessed
December 6, 2005.
Adapted from: Audrey Kostrezewa, PharmD, MPH, BCPS, Concordia University (Wisconsin) School of Pharmacy
Website
Author(s). Title of item cited. Name of Web site. URL.
Published date. Updated date. Accessed date.
Drug
Information
Database
Author(s). Title of entry. In: Title of database
[database online]. Place of publication: Publisher;
Year. URL. Updated date. Accessed date.
Monograph
Author(s). Monograph. In: Title of database [database
online]. Place of publication: Publisher; Year. URL.
Updated date. Accessed date.
Package
inserts
Drug. [package insert]. Place of manufacturing:
Manufacturer; Year.
Antimicrobial Resistance. Infectious Diseases Society of America.
http://www.idsociety.org/Topic_Antimicrobial_Resistance/.
Accessed July 21, 2014.
Acetaminophen poisoning. In: DynaMed [database online]. Ipswich,
MA: EBSCO Information Services. http://0search.ebscohost.com.topcat.switchinc.org/login.aspx?direct
=true&site=DynaMed&id=113862. Updated March 09, 2010.
Accessed March 23, 2010.
Minoxidil. In: Lexicomp, Lexi-Drugs [database online]. St. Louis, MO:
Wolters Kluwer Health, Inc; 2005. http://0online.lexi.com.topcat.switchinc.org/lco/action/doc/reretrie/
docid/patch_f/1799123. Updated July 8, 2014. Accessed July 24,
2014.
Cialis [package insert]. Indianapolis, IN: Eli Lilly & Co; 2003.
PowerPoint Referencing Requirements
•
PowerPoint presentations should include two forms of references:
• Each PowerPoint slide should have an abbreviated reference at the bottom of each slide. This should include
references for any written or verbal comments that relates to that slide.
• Additionally, each presentation should have a full reference list at the end of the presentation
Individual PowerPoint Slides
– Each slide should have an abbreviated citation (i.e. small font,
parenthesis, bottom right hand corner)
– Book: (Author*, Year, Page(s))
– Journal: (Journal [abbreviated]. Year; Volume (Issue): Page(s))
– Only use surname for author(s); if 2, list both; if >2, list first + “et
al”
– Additionally, each image/figure should be cited under the image.
Full Reference List at the End of the Presentation
– Should be in presentation order (i.e. consecutively as they appear
in presentation)
– Should be included on the last slide of the PowerPoint
presentation in full AMA format
– Should include the full reference using the proper AMA format
shown in the previous table.
References
1. Iverson C. References. In: Iverson C et al. AMA Manual of Style: A Guide for Authors and Editors. 10th ed. New York, NY: Oxford University Press, Inc.; 2007:39-79.
2. NLM Catalog: Journals referenced in the NCBI Databases. National Center for Biotechnology Information, U.S. National Library of Medicine.
http://www.ncbi.nlm.nih.gov/nlmcatalog/journals. Accessed July 25, 2014.
3. Fact Sheet: Construction of the National Library of Medicine Title Abbreviations. National Institutes of Health, U.S. National Library of Medicine.
http://www.nlm.nih.gov/pubs/factsheets/constructitle.html. Published May 23, 2007. Updated March 10, 2014. Accessed July 25, 20
Adapted from: Audrey Kostrezewa, PharmD, MPH, BCPS, Concordia University (Wisconsin) School of Pharmacy
PCS 7320 CLINICAL SKILLS LAB II
INFOGRAPHIC PRESENTATION ASSIGNMENT: DIETARY SUPPLEMENTS
DR. ANDERSON
While many health conditions are successfully treated with prescription medications, patients often
take over-the-counter (OTC) medications, with or without the guidance of a health care practitioner.
Patients will hear about dietary supplements from several outlets like social media, doctor tv shows,
family members, and friends. Since these products are over-the-counter, they do not require a
prescription for use, but they can impact a patient’s health both positively and negatively. During these
presentations, we will examine dietary supplements. As pharmacists, it will be important to know what
medications, prescription and nonprescription, your patients are taking, as well as the ways they
interact with prescription medications and disease states. Knowing which resources to use to evaluate
literature to communicate the proper information to patients and healthcare providers will help you to
make informed decisions on these products, especially where not a lot of data exists in some cases.
In this assignment, you will be tasked to review a dietary supplement/herbal product and distill the
information into an infographic handout. You will work within your group to develop a 2 page (1 page
front/back) infographic handout and will have 8-10 minutes to review during lab, students will have 5
minutes allowed for questions following their presentation. The handout will be posted to Blackboard
for all students to access.
OBJECTIVES
• Construct an infographic relating to a dietary supplement that effectively and clearly relays
information at a patient friendly level
• Understand the complexities of dietary supplements
• Effectively communicate key aspects of a dietary supplement to a healthcare professional
audience
INSTRUCTIONS
What is an infographic?
•
•
Information graphics or infographics are graphic visual representations of information,
data, or knowledge. Basically, they are a collection of pictures and numbers that
present complex information quickly and effectively. They are an excellent way to
Content
communicate effectively with patients.
The purpose of an infographic is to verbally and visually represent data to help
others to clearly understand the information you would like to present. Infographics aim to
allow the reader to draw conclusions.
Visual
Knowledg
e
Targeted Audience: Your audience for your infographic is patients interested in dietary supplements
Process:
• Explore online to see the various infographics. Become familiar with what infographics are and what they
look like.
o A good basic overview of the history and use of information graphics is available on Wikipedia:
http://en.wikipedia.org/wiki/information_graphics
o Check out examples of what are considered to be “good” and “bad” infographics.
▪ http://jeannelking.com/bad-infographic-good-infographic-part-one/
▪ https://venngage.com/blodg/infographic-design/
• Become a topic expert on your assigned question. Search the literature and develop an evidence-based
medicine answer. Using the literature and reputable websites, gather information to include data, statistics,
and pertinent facts.
1
•
Plan the “Story” your infographic will tell. Draw a rough sketch of the infographic. The infographic must have
a beginning, middle, and end. Consider developing a concept map, flow diagram, or wireframe (shown
below) to depict your infographic plan.
•
Think Visual:
o Identify ways to convert text to images. Try to convert as much of your data and text into visual
imagery by using charts, graphs, diagrams, maps, flowcharts, and other elements.
o Determine the desired look you are trying to achieve for your infographic. The visual approach you
want helps you determine the color scheme, font types, and structure. Keep things simple with only
2-3 fonts, sizes, and colors.
Create your infographic using your preferred program, suggestions below:
o PowerPoint – set slide size to 8.5in by 11in, slide one can be front page, slide two can be back
page, easier to move items around page
o Microsoft Word
o Canva.com
Infographic format:
o 8.5in x11in
o 2 pages – 1 page (front and back)
Go back and reconsider the Knowledge you are trying to convey. Be sure that your analysis and insight into
the data are represented to tell the story so the intended message(s) are communicated.
Proofread and Refine. Work with your team to review your work before it is submitted. Double check the
accuracy of your data and information as well as make sure there are no grammatical or typographical
errors. Be sure to cite all sources in AMA format.
•
•
•
•
2
INFOGRAPHIC & PRESENTATION CONTENT
Be creative in your presentation and consider who your audience is – future pharmacists! The
infographic should be easily understood by a pharmacist and written in patient friendly terms. When
presenting, this is where more supporting details can be provided. Some important information you
should include in your infographic presentation is:
• What is it called?
o Common name(s), brand names, and scientific names
• What is it?
o Source of origin (tree bark, specific plant, etc.)
o History/background of the product
o Common uses (pick up to 5 indications)
• How does it work?
o Mechanism of action (if known or proposed, explain how it works within the body)
o Drug and/or Food-interactions, if none, state no interactions
• Is it safe?
o Common side effects
o Warnings/Precautions/Contraindications (Are there any absolutes that the patient cannot use
the product and/or just cautions if they have a certain condition or on certain medication?)
o Monitoring (Explain how to know when it is working or how to monitor for more severe side
effects, i.e., liver failure, you should monitor liver function tests)
• How is it taken?
o Formulation available (capsule, tablet, liquid, cream, etc.)
o Dose, maximum dose, frequency, length of therapy (include for one indication/use of your
choice, please state that indication in the section for dosing)
• What does my group recommend?
o Primary literature (for the indication chosen in dosing, find 1 human clinical trial that
investigates your dietary supplement, ideally if it were a gold standard study or comparison
study that would be best – you should include a brief overview of that study including
objectives, methods, results, conclusions)
o Group conclusion (Based on the information you have found explain your level of comfort in
using with a patient with that disease state. You will need to look at what the standard of care
is for that disease state to form a full scope for your recommendation. Explain what type of
patient would be a good candidate for this dietary supplement if they were to opt for this over
standard of care.)
• References
o At least four references and proper format (AMA style) for referencing should be used. This
can include primary, secondary, or tertiary literature. See the “AMA Style Manual” for
additional information on proper referencing format. One primary literature source must be
used.
o Avoid blogs, Wikipedia, and WebMD type sites. These may point you to additional resources
and help frame your thought process, they just will not be accepted as references.
o Starting point for resources:
▪ National Center for Complementary and Integrative Health
https://nccih.nih.gov/Health/HerbListApp?nav=govd
▪ Natural Medicines (available in HPU Library Databases)
https://naturalmedicines.therapeuticresearch.com/
▪ UpToDate
▪ Journal of Dietary Supplements
▪ Annals of Pharmacotherapy
3
HINTS FOR EFFECTIVE PRESENTATIONS:
•
•
•
•
•
Divide the work evenly, everyone must speak during the presentation.
Ensure your infographic looks uniform, here are some helpful webpages for tips to make an
infographic:
o https://piktochart.com/blog/infographic-design-tips-presentations/
o https://venngage.com/blog/good-infographic/
o https://rational360.com/5-tips-for-creating-an-effective-infographic/
Use your infographic as the guide. You should only have the highlights on this and should share
the supporting details that didn’t fit verbally.
Be engaging in your presentation, you may ask the class questions, tell anecdotal stories or
experiences you have had or have heard of relating to your product, and most of all be as creative
as you would like!
Presentations should be between 8-10 minutes.
EVALUATION:
Your presentation will be scored on the following characteristics:
Infographic Handout
50 points
Infographic Presentation
25 points
Individual Points
25 points
Total
100 points
See Rubrics on Blackboard for scoring details
QUESTIONS
Contact Dr. Anderson at [email protected] or stop by during office hours on Monday or Tuesday from 13pm.
4
Horse Chestnut
Common Names: Horse Chestnut, buckeye, Spanish chestnut
Scientific name: Aesculus hippocastanum
What is it?1
Grows on a deciduous tree
Native to Bulgaria, Macedonia, and Greece
Each fruit has 3 seeds like a chestnut
What is it used for? 1
Varicose Veins
Arthritis/Pain
Malaria
Fever
How does it work for varicose veins? 1,2
IN
VE
IN
VE
Serotonin
Histamine
Horse chestnut reduces chemicals in the body to constrict veins and make veins less spongy
How is it taken? 2,3
300 MG
by mouth
1-2 times
DAILY for
8-12
WEEKS
Is it safe? 2
Avoid in…
Pregnancy/
lactation
EXTRACT
SIDE EFFECTS
Generally, the extract
is safe orally for 2-12
weeks. Raw seed, bark,
flowers, or leaves are
considered unsafe and
can be deadly.
SEED/BARK
Dizziness
GI upset
GI upset
Itchiness
Headache
Kidney toxicity
Children
What does it interact with? 2
Drugs
Conditions
Supplements
Any drug that may increase
• Bleeding disorders
Any drug that may increase
bleeding, examples:
• GI irritations
bleeding, examples:
• Coumadin (warfarin)
• Liver conditions
• Beer
• Eliquis (apixaban)
• Renal conditions
• Bismuth
• Xarelto (rivaroxaban)
• Latex allergies
• Melatonin
• Plavix (clopidogrel)
• Prior to surgery
• N-acetyl cysteine
• Brillinta (ticagrelor)
• Oregano
• Aspirin
• DHA/EPA
**These lists are not comprehensive, check with your pharmacist or medical provider prior to initiating**
1-4
What
do
I
recommend?
In a study by Koch, horse chestnut seed extract was compared to pine bark extract in chronic venous
insufficiency (cause of varicose veins). Forty patients were given either 500mg of horse chestnut extract or
360mg of pine bark extract for 4 weeks. Patients were monitored at the start of treatment, 2 weeks, and 4
weeks for leg circumference, pain, cramps, swelling, and redness. Lipids were monitored at the beginning and
end of treatment. Koch found that horse chestnut seed extract moderately reduced leg circumference,
marginally improved other symptoms, and had no effect on lipids. Pine bark extract showed significant
improvement and decreased lipids. Considering this study and other resources, I would suggest this in adult
patients who have exhausted other primary treatments for varicose veins, but not in those who are pregnant
or have or may be at risk for bleeding issues. I would also caution in those with stomach irritability and liver
or kidney conditions.
References
1. National Center for Complementary and Integrative Health. Horse Chestnut. https://www.nccih.nih.gov/health/horse-chestnut. Accessed January 6, 2022.
2. Natural Medicines. Horse Chestnut. https://naturalmedicines.therapeuticresearch.com/databases/food,-herbs-supplements/professional.aspx?productid=1055.
Accessed January 5, 2022.
3. Mathes BM, Kabnick LS, Alguire PC. Medical management of lower extremity chronic venous disease. https://www.uptodate.com/. Accessed January 5, 2022.
4. Koch R. Comparative study of Venostasin and Pycnogenol in chronic venous insufficiency. Phytother Res. 2002;16(S1): 1-5.
Horse Chestnut
Common Names: Horse Chestnut, buckeye, Spanish chestnut
Scientific name: Aesculus hippocastanum
What is it?1
Grows on a deciduous tree
Native to Bulgaria, Macedonia, and Greece
Each fruit has 3 seeds like a chestnut
What is it used for? 1
Varicose Veins
Arthritis/Pain
Fever
Malaria
How does it work for varicose veins? 1,2
Serotonin
Histamine
Horse chestnut reduces chemicals in the body to constrict veins and make veins less spongy
How is it taken? 2,3
300 MG
by mouth
1-2 times
DAILY for
8-12
WEEKS
Is it safe? 2
Pregnancy/
lactation
EXTRACT
SIDE EFFECTS
Generally, the extract is
safe orally for 2-12 weeks.
Raw seed, bark, flowers,
or leaves are considered
unsafe and can be deadly.
Avoid in…
SEED/BARK
Dizziness
GI upset
GI upset
Itchiness
Headache
Kidney toxicity
Children
What does it interact with? 2
Drugs
Conditions
Supplements
Any drug that may increase
bleeding, examples:
• Coumadin (warfarin)
• Eliquis (apixaban)
• Xarelto (rivaroxaban)
• Plavix (clopidogrel)
• Brillinta (ticagrelor)
• Aspirin
•
•
•
•
•
•
Any drug that may increase
bleeding, examples:
• Beer
• Bismuth
• Melatonin
• N-acetyl cysteine
• Oregano
• DHA/EPA
Bleeding disorders
GI irritations
Liver conditions
Renal conditions
Latex allergies
Prior to surgery
**These lists are not comprehensive, check with your pharmacist or medical provider prior to initiating**
1-4
What
do
I
recommend?
In a study by Koch, horse chestnut seed extract was compared to pine bark extract in chronic venous insufficiency (cause of
varicose veins). Forty patients were given either 500mg of horse chestnut extract or 360mg of pine bark extract for 4
weeks. Patients were monitored at the start of treatment, 2 weeks, and 4 weeks for leg circumference, pain, cramps,
swelling, and redness. Lipids were monitored at the beginning and end of treatment. Koch found that horse chestnut seed
extract moderately reduced leg circumference, marginally improved other symptoms, and had no effect on lipids. Pine bark
extract showed significant improvement and decreased lipids. Considering this study and other resources, I would suggest
this in adult patients who have exhausted other primary treatments for varicose veins, but not in those who are pregnant
or have or may be at risk for bleeding issues. I would also caution in those with stomach irritability and liver or kidney
conditions.
References
1. National Center for Complementary and Integrative Health. Horse Chestnut. https://www.nccih.nih.gov/health/horse-chestnut. Accessed January 6, 2022.
2. Natural Medicines. Horse Chestnut. https://naturalmedicines.therapeuticresearch.com/databases/food,-herbs-supplements/professional.aspx?productid=1055. Accessed January 5,
2022.
3. Mathes BM, Kabnick LS, Alguire PC. Medical management of lower extremity chronic venous disease. https://www.uptodate.com/. Accessed January 5, 2022.
4. Koch R. Comparative study of Venostasin and Pycnogenol in chronic venous insufficiency. Phytother Res. 2002;16(S1): 1-5.
PCS 7320 CLINICAL SKILLS LAB II
HERBAL SELF-CARE PRESENTATION PEER ASSESSMENT INSTRUCTIONS
For the peer assessment, you will complete the following rubrics in ExamSoft for each group member.
Additionally, you will provide constructive feedback through written comments. Be sure to provide specific
comments on the greatest strengths that the peer provided to your group and specifics on how the peer can
modify behavior for an opportunity of improvement. Note that the constructive feedback will be reported to
students anonymously but will be released as written. Be constructive, yet respectful in an effort to help
each student continue to grow in their professional development.
The peer evaluation will count towards your grade with each student receiving an average of all submitted responses with
a maximum of 5 points.
Peer assessments should be completed after your group presentation occurs. It is advisable that you complete
the peer assessment within 24 hours of the presentation to better provide meaningful feedback. However, all
group peer assessments are due on Friday, April 14th at 5pm.
RUBRIC
Please rate your peers on the following items using the rating system described below. A rating of 3 should
serve as the starting point. If you feel that he/she is satisfactory, “average”, or met minimum requirements for a
particular item, rate him/her a “3” for that item. If your peer demonstrates above average or excellent
performance for a particular item, rate him/her a “4” or “5”, respectively. Conversely, if you think your peer
performs below average or unsatisfactorily on a particular item, rate him/her a “2” or a “1”, respectively. Base
your ratings on your impressions of the peer’s behavior for the Herbal Self-Care Presentation only.
5
4
3
2
1
Peer demonstrates
excellent skills in
this area; is
extremely
effective and/or
very consistent
Peer demonstrates
very good skills in
this area; is above
average in
effectiveness
and/or consistency
Peer demonstrates
satisfactory skills in
this area; is
generally effective
and/or consistent
but needs some
improvement
Peer needs
improvement in
this area; is
somewhat
ineffective and/or
inconsistent
Peer needs
significant
improvement in
this area; is
ineffective and/or
inconsistent
(They could serve
as a model)
(Their behavior is
appropriate for this
level in school)
(Their performance
is unsatisfactory)
1. Student is reliable and
dependable
i.e. can be counted on to fulfill
responsibilities and meet
expectations
2. Student is punctual
i.e. arrives to meetings early or
on time; meets deadlines for
completion of tasks and
responsibilities
3. Student follows through with
responsibilities
i.e. holds him/herself liable for
tasks or responsibilities; does not
blame others for mistakes or
mishaps; does not avoid
responsibilities
1
4. Student produces quality
work
i.e. tasks and assignments are
complete, accurate, and meet
their respective objectives;
contributed significantly to the
success of the activity
5. Student is self-directed in
undertaking tasks
i.e. self-motivated; functions
independently; seeks additional
tasks after completing originals
6. Student demonstrates
motivation with challenging
tasks
i.e. willing to accept challenging
tasks; willingness to jump in if
task left incomplete; goes above
and beyond the call of “duty”
7. Student is empathetic and
puts others’ needs above
his/her own
i.e. demonstrates appreciation of
others’ positions; attempts to
identify with others’ perspectives;
demonstrates consideration to
others; demonstrates an attitude
of service by taking the
necessary time and actions to
help others; gives of
himself/herself to benefit others
8. Student is respectful and
non-judgmental
i.e. works well with all group
members; demonstrates an
attitude of open-mindedness
towards others and situations;
does not “stereotype” others or
prejudge situations; fair and
tactful in communication
9. Student uses time efficiently
i.e. allocates and utilizes
appropriate amounts of time to
fulfill responsibilities; utilizes
others’ time wisely; minimizes
distractions during group
discussions
10. Student accepts and
applies constructive criticism
i.e. responds openly and
positively to feedback; modified
behaviors if necessary
11. Student communicates
articulately
i.e. clearly communicates
thoughts; uses appropriate
terminology and vocabulary for
intended audience
12. Student communicate
assertively
i.e. actively and appropriately
engages in dialogue or
discussion; not afraid to provide
his/her viewpoint
2
Additionally, we will ask you to rate each peer on the following characteristics. However, the following questions will not be
factored into peer assessment grades
Strongly
Agrees
Agrees
Disagrees
Strongly
Disagrees
1. Student thrives when given a challenge to
overcome.
2. Student overcome setbacks or other obstacles
that arise.
3. Student loses interest and enjoyment in a task
when it is difficult.
4. Student is drawn to tasks where s/he already
have the skills to succeed.
5. Student ignores criticism of his or her work.
PEER ASSESSMENT IN EXAMSOFT
ExamSoft Instructions
Each student should complete a peer evaluation for each member in their presentation group.
Please follow these directions in ExamSoft:
•
•
•
•
For each member in your group, please complete a separate peer assessment rubric.
Please select one rating for each of the 12 questions assessing peer behavior. These will count
towards each individual peer members’ grades.
Please select one rating for each of the 5 questions assessing mindset. These will NOT count towards
peer members’ grades.
Please add constructive written feedback for each peer in the “overall comments” field. You should
answer each of the following prompts. Please be certain to provide tactful and specific constructive
feedback (see examples below)
1. What is the greatest strength that the peer provided to the group (be specific)?
2. What is the greatest area that the peer could improve for future group work (be specific
when describing the behavior and offer ideas on how to improve)?
CONSTRUCTIVE FEEDBACK GRADING
Evaluation of Submitted Peer Feedback
One of the objectives of this assignment is to develop the skills to provide constructive feedback. To accomplish this, each
student will be required to rate peer members using a series of questions and also provide meaningful written comments.
Failure to submit complete peer evaluations in ExamSoft for each group member by the deadline will result in a
score of zero points for your personal peer evaluation grade.
Failure to provide thoughtful, constructive, and specific written comments for each group member will result in a
loss of 10 points from your personal peer evaluation grade.
Faculty will evaluate the overall comments field using the following guidelines:
a) Are specific behaviors described? (vs. non-specific generalizations such as “great team member” or “great
contributions to the team”)
b) Are those behaviors described clearly, such that the evaluatee can recognize what he/she has done to help the
team, and what he/she can adjust or change to improve his/her team’s performance?
c) Are content and tone constructive and helpful? (vs. petty, mean, antagonistic)
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d) Is the feedback descriptive (e.g., “I feel our team would benefit if you gave us your opinion earlier in the
discussion”) rather than evaluative (“You messed us up by keeping quiet during our discussions”)?
If any the answer is “no” to any of the above questions for any of your submitted peer evaluations, 10 points will be
deducted from your personal peer evaluation grade.
Some examples are provided below to help you develop specific, descriptive, and constructive feedback.
Comments that would receive full credit
Comments that would NOT receive full credit
(and some comments on what additional
information would be needed)
1. He shares his opinions with the team and listens to
others as well.
2. She brings a great deal of expertise to group activities
and backs up her answers with evidence from readings
and class.
3. She could improve by speaking louder during team
discussions to ensure her voice is heard among the
other team members.
4. You can tell she is actively listening to team members
because she follows up their comments with questions
that make us think through our answers.
5. Sometimes he would have a different answer on the
group activity but would say he’s probably wrong and
go with our answer…would be better to explain why he
chose his answer before agreeing to go with the group.
6. Sometimes she seems like she’s rushing us through
the discussion and cuts people off while they’re talking.
Would be better if she made sure everyone was
finished expressing their opinions before moving the
group to the next part of the assignment.
7. Our team discussions are led mostly by her and a few
other team members. Would be great if she could help
facilitate the team discussions to involve the rest of the
team.
8. Since our team needs to get off-topic the single most
important thing he could do is to help keep us focused
on the task at hand.
1. Speak up more (in what way, under what
circumstances?)
2. Prepared and involved (how is the person
prepared and involved?)
3. Be more prepared (how so? What behaviors
could the team member demonstrate to be
more prepared?)
4. Be more enthusiastic and team activities
(what behavior is the team member
demonstrating to convey a less than
enthusiastic attitude?)
5. Contributes to team work/makes valuable
contributions to the team (what behaviors
demonstrate this?)
6. Knowledgeable (what does the team member
do to appear knowledgeable?)
7. Dependable (what does the team member do
to appear dependable?)
8. Be more confident during discussion (what
is the team member doing to appear less
confident? What specific behaviors do you
suggest to help the team member improve
his/her performance?)
9. She is great at keeping the team on task
(what is she doing to keep the team on task?)
10. Always helpful (in what way?)
11. He is always open-minded to hearing
others’ contributions (what specific behaviors
does he demonstrate to convey and openminded attitude?)
Description modified from: Brigitte Sicat, PharmD, Virginia Commonwealth University School of Pharmacy and Mary
Jayne Kennedy, PharmD, High Point University Fred Wilson School of Pharmacy
Rubric modified from: Hammer DP. Professional attitudes and behaviors: The “A’s and B’s” of professionalism. Am J
Pharm Educ 2000; 64: 455-464.
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Source and material that you should use to make poster
Natural medicine: Natmed
CAUTION: Elderberry should not be confused with the similarly named American Elder, Dwarf Elder, and
Elderflower.
+ Ot
