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Clerkship / Rotation Adoption and Use

The Adoption and Use Self-Assessment tool has been designed to help you evaluate how effectively you are using Aquifer’s content. Please note that this tool is currently in the experimental (beta) phase, and your feedback is highly valuable to us.

What to expect:

This assessment is designed for use by a clerkship, rotation, or departmental lead to assess their use.
You will be asked questions to gauge your Adoption and Use of Aquifer’s content and tools.
The review should take approximately 10-15 minutes, allowing you to reflect on your engagement and practices.

If you provide your email, we will send you a comprehensive results report (otherwise, this report will only be displayed on the screen at the end of the self-assessment). This report will provide you with an overview of your level of adoption and use and offer recommendations on how to enhance your use of Aquifer’s content.

Thank you for taking the time to participate in the Adoption and Use Self-Assessment. Your dedication to improving your experience is greatly appreciated, and we are excited to support you on your journey toward maximizing the benefits of our content.

Name

What type of health professions training program do you represent?

Allopathic Medical School

Osteopathic Medical School

PA Program

Nurse Practitioner Program

None

What clinical rotation/clerkship are you completing this for?

Family Medicine

Internal Medicine

Pediatrics

Radiology

Geriatrics

Other

None

Please select the option below that best describes how the Aquifer Learning System is viewed within your clinical rotation/clerkship?

Aquifer is viewed as a necessary resource to meet accreditation requirements.

Aquifer is viewed as a high-quality, but not always required resource for student learning.

Aquifer is viewed as integral to improving student learning within the clinical rotation/clerkship.

Aquifer is viewed as integral to improving student learning, developing self-directed learners, and improving patient outcomes.

None

Please select the option below that best describes how your clinical rotation/clerkship communicates about Aquifer.

Messaging regarding the purpose and value of Aquifer is rare to both students and faculty.

Messaging regarding the purpose and value of Aquifer is consistent and focused on the value and quality of the content.

Messaging regarding the purpose and value of Aquifer is consistent and focused on: the value and quality of the content, the impact on learning outcomes, and the benefits to students.

Messaging regarding the purpose and value of Aquifer is consistent and focused on: the value and quality of the content, the impact on learning outcomes, the benefits to students, and the connection to improving patient care.

None

Please select the option below that best describes how you select Aquifer cases.

The clinical rotation/clerkship selects Aquifer cases to meet accreditation requirements.

The clinical rotation/clerkship selects Aquifer content based on learning needs in the clinical year(s).

The clinical rotation/clerkship selects Aquifer basic science (Integrated Illness Scripts) and clinical cases based on diverse learning needs (e.g., clinical decision-making, basic science understanding).

The clinical rotation/clerkship selects Aquifer content based on needs identified using data (e.g., assessment results, log reports, evaluations, clinical educator feedback).

None

Please select the option below that best describes how you deploy Aquifer cases with students.

The clinical rotation/clerkship uses Aquifer cases primarily as a "backup" measure (e.g., for missed content, student illness, closed clinics). Aquifer is a supplementary resource.

The clinical rotation/clerkship uses Aquifer cases to augment patient exposure or address targeted needs.

The clinical rotation/clerkship uses Aquifer cases to standardize curriculum delivery across sites. Content is systematically deployed to complement and strengthen the existing curriculum. Aquifer data are beginning to be used to monitor implementation.

The clinical rotation/clerkship fully integrates Aquifer content to improve student learning. Aquifer data are used to actively monitor, evaluate, and strengthen the local curriculum. Content is tailored to address gaps and ensure competencies.

None

Please select the option below that best describes your level of requirement of Aquifer content

The clinical rotation/clerkship provides Aquifer as a supplemental resource and does not require cases as part of the standard curriculum.

The clinical rotation/clerkship assigns Aquifer cases (for all students) and ensures dedicated time to complete cases.

The clinical rotation/clerkship requires Aquifer cases as part of the standard curriculum (for all students) and "makes room" for Aquifer cases by eliminating other content.

The clinical rotation/clerkship requires Aquifer cases (for all students) and assigns Aquifer content based on a student’s need to individualize learning.

None

Please select the option below that best describes why you use Aquifer content in their curriculum

Aquifer content is used primarily to meet accreditation requirements. Aquifer is used as a resource for compliance rather than actively supporting learning.

Aquifer content is used to generally support the curriculum and goals of the clinical rotation/clerkship. Content is selected broadly to complement existing resources.

Aquifer content is systematically used to achieve key instructional objectives and learning outcomes. Content is strategically chosen and deployed to address targeted needs.

Aquifer provides core curricular content, flexibly integrated with additional resources to meet unique needs. Aquifer is pivotal in shaping learning across disciplines. Content is tailored to the clinical rotation/clerkship's mission and goals.

None

Please select the option below that best describes the integration of Aquifer content into the curriculum.

The clinical rotation/clerkship integrates Aquifer content minimally, primarily as a supplementary resource.

The clinical rotation/clerkship integrates Aquifer content selectively in the curriculum to address targeted needs or gaps.

The clinical rotation/clerkship integrates Aquifer content into the clinical curriculum as a necessary resource that ensures students achieve clinical rotation/clerkship competencies.

The clinical rotation/clerkship integrates Aquifer content as the core learning resource for meeting clinical rotation/clerkship competencies.

None

Please select the option below that best describes how you select Aquifer content to use with students.

The clinical rotation/clerkship provides limited guidance on how Aquifer content is selected for student use. The content choice is largely left up to individual instructors, and the amount of time allowed is unspecified or variable.

The clinical rotation/clerkship deliberately chooses Aquifer content to achieve targeted goals or address gaps, aiming to limit overall use. The time and effort to complete content are not fully valued or specified within clinical rotation/clerkships..

The clinical rotation/clerkship strategically chooses Aquifer content to facilitate cross-disciplinary learning and cover "orphaned" topics (e.g., HVC, Palliative Care, Trauma-Informed Care). The time required to complete content is generally accounted for within clinical rotation/clerkships but is still variable.

The clinical rotation/clerkship systematically utilizes all Aquifer products - cases, Integrated Illness Scripts, and Calibrate - in a coordinated fashion to maximize learning. The time and effort for students to complete content are highly valued and specified within clinical rotation/clerkships..

None

Please select the option below that best describes your faculty use of the Aquifer Content Library to integrate content into coursework.

Faculty do not use the Aquifer content library; assign Aquifer cases as an optional resource to supplement didactic and clinical material for the course.

Faculty are aware of the content library but do not have expertise in using the tool and only assign content for a specific assignment.

Faculty sporadically use the content library to identify Aquifer content to use in didactic sessions and clinical teaching.

Faculty integrate cases into day-to-day learning with discussion opportunities.

None

Please select the option below that best describes how your faculty assign cases to support learning.

Faculty assign Aquifer cases as an additional assignment, and the case content is not intentionally integrated into the didactic or case-based curricula.

Aquifer cases are systematically assigned to support clinical learning.

Faculty assign Aquifer cases as part of an inclusive curricular plan to support didactic and clinical learning.

Faculty (clinical and didactic) know Aquifer case content relevant to the clinical rotation/clerkship and intentionally integrate it into the learning.

None

Please select the option below that best describes how your faculty use Aquifer's educator resources.

Faculty do not use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty sometimes use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty often use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty consistently use a diverse set of Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

None

Please select the option below that best describes your level of curriculum mapping between Aquifer and the local curriculum.

Aquifer cases are not mapped to the curriculum.

Aquifer cases are not mapped to the curriculum, but faculty search for cases supporting course objectives.

Aquifer cases are partially mapped to the local curriculum, making the content selection more targeted.

Aquifer cases are fully mapped to the local curriculum making the selection of content for students targeted based on course needs.

None

Please select the option below that best describes how your faculty use Aquifer content for discussion (classroom or bedside).

Faculty assign students Aquifer content as supplementary (or optional) and rarely discuss it during class.

Faculty assign students required Aquifer content and may discuss it during class.

Faculty assign students required Aquifer content and ensure it is discussed during class.

Faculty assign students required Aquifer content, and these cases are often discussed during clinical education (e.g., compare and contrast Aquifer case with a patient with the same dx).

None

Please select the option below that best describes how your faculty use Aquifer custom courses.

Faculty rarely create custom courses.

Faculty create custom courses to manage the assignment of cases to students and monitor the completion of those assignments.

Faculty create custom courses with diverse Aquifer content (e.g., Integrated Illness Scripts, student resources).

None

Please select the option below that best describes how you use Aquifer's core assessment, Calibrate.

The clinical rotation/clerkship does not use Aquifer assessments (only relevant to FM, IM, Peds, and Rad).

The clinical rotation/clerkship deploys Aquifer Calibrate Early and Late assessments (only relevant to FM, IM, Peds, and Rad).

The clinical rotation/clerkship deploys Aquifer Calibrate Early and Late assessments (only relevant to FM, IM, Peds, and Rad) and expects the student to review the results with an advisor.

The clinical rotation/clerkship deploys Aquifer Calibrate Early and Late assessments (only relevant to FM, IM, Peds, and Rad) and supports student learning by providing formal coaching (e.g., Aquifer’s Anyone Can Coach! model).

None

Please select the option below that best describes your expectations for students to use Aquifer assessment results.

No expectations

Students are expected to analyze the results of Aquifer assessments they complete.

Students are expected to develop a learning (or performance) plan informed by the results of Aquifer assessments.

Students take action based on their learning (or performance) plan, and the clinical rotation/clerkship has a process for supporting students and checking in on their progress.

None

Please select the option below that best describes how your faculty review Aquifer-related work.

Faculty never (or rarely) review whether students have completed Aquifer content and related work.

Faculty review student work on Aquifer content to contribute to a student’s grade (e.g., case completion log, completing an assignment).

Faculty sometimes review student work related to Aquifer content (e.g., completed Case Analysis Tool, student summary statements) and provide feedback to the student to help them improve.

Faculty consistently review student work related to Aquifer content (e.g., completed Case Analysis Tool, student summary statements) and provide feedback to the student to help them improve.

None

Please select the option below that best describes your professional development oﬀerings for using Aquifer.

Faculty professional development on Aquifer use is absent or covers only how to access and assign cases.

Faculty professional development on Aquifer clarifies the purpose and outlines effective strategies.

Faculty professional development is focused on leveraging Aquifer cases to develop student clinical reasoning.

Faculty professional development is focused on clinical reasoning, ensuring consistent pedagogy, and improving patient care.

None

Please select the option below that best describes your requirements for professional development related to Aquifer.

The clinical rotation/clerkship does not require faculty development for Aquifer (primarily offers optional training or none).

The clinical rotation/clerkship requires minimal faculty development on Aquifer (e.g., Aquifer overview training) for staff in leadership roles (e.g., clerkship/rotation directors).

The clinical rotation/clerkship requires faculty development focused on specific strategies for Aquifer to address student learning needs.

The clinical rotation/clerkship requires faculty development on using Aquifer to support learning broadly from the classroom to the bedside.

None

Please select the option below that best describes your student orientation to Aquifer content and purpose.

The clinical rotation/clerkship orients students to Aquifer content and expectations via email.

The clinical rotation/clerkship orients students to Aquifer via in-person discussion and provides written expectations (e.g., syllabus, handbook, email).

The clinical rotation/clerkship orients students to Aquifer content and expectations in person, provides written expectations, and demonstrates how students should proceed through the cases.

The clinical rotation/clerkship orients students to Aquifer content and expectations in person, provides written expectations, demonstrates how students should proceed through the cases, and continuously collects feedback about effective scheduling and teaching with the content.

None

Please select the option below that best describes how your students complete cases.

Students complete required cases but rarely complete optional ones.

Students choose to use Aquifer cases as supplemental learning material.

Students use Aquifer content to prepare for clinical experiences.

Students integrate the Aquifer content into diverse learning strategies (e.g., preparing for clinic, reviewing scenarios observed in the clinic, addressing gaps in understanding).

None

Please select the option below that best describes how your students use assessments.

Students complete Aquifer assessments as required.

Students use Self-Assessment Questions (SAQ) at the end of cases to check and reinforce their learning from cases.

Students depend on Aquifer assessment results to contribute to their self-assessment of clinical competence.

Students use the results from all available Calibrate assessments to plan their learning during and after the relevant rotations.

None

Time's up

Program or Institution-Level Adoption and Use Self-Assessment

Welcome! We are excited to offer you the opportunity to complete the Aquifer Adoption and Use Self-Assessment to gain insight into your use of Aquifer.

This assessment is designed to be thoughtful yet quick - it should only take 10-15 minutes. The self-assessment has 25 questions and is designed to prompt reflection on how you currently use content and tools. Some questions will be challenging to answer, but do your best.

At the end, you will receive a personalized report with an overview of your adoption levels and specific recommendations on how to get the most out of our offerings.

Providing your email allows us to send you the comprehensive results report. Otherwise, it will only be displayed at the end of the assessment.

We look forward to collaborating with you in this process!

Name

What type of institution do you represent?

Allopathic Medical School

Osteopathic Medical School

PA Program

Nurse Practitioner Program

None

Please select the option below that best describes how the Aquifer Learning System is viewed within your institution/program.

The Aquifer Learning System is viewed as a necessary investment to meet accreditation requirements.

The Aquifer Learning System is viewed as a high-quality resource that is sometimes required as part of the curriculum but is rarely viewed as integral to the overall success of the institution/program or students.

The Aquifer Learning System is viewed as integral to improving student learning within relevant pre-clinical curricula and clinical clerkships.

The Aquifer Learning System is viewed as integral to improving overall student learning, developing self-directed learners, and improving patient outcomes.

None

Please select the option below that best describes how your institution/program communicates about Aquifer.

Messaging regarding the purpose and value of Aquifer is rare to both students and faculty.

Messaging regarding the purpose and value of Aquifer is created and delivered by individual clerkships/departments.

Messaging regarding the purpose and value of Aquifer is more consistent across the institution/program and focuses on connecting case completion to learning outcomes, reinforces the value and quality of the content, and clarifies what students can expect to gain.

Messaging is consistent across the institution/program that the Aquifer Learning System enhances student learning, improves patient care, and supports the development of self-directed learners.

None

Please select the option below that best describes how your program/institution selects Aquifer cases.

The institution/program selects Aquifer cases to meet accreditation requirements.

The institution/program selects Aquifer content based on learning needs in the clinical year(s).

The institution/program selects Aquifer content in pre-clinical and clinical years based on diverse learning needs (e.g., clinical decision-making, basic science understanding).

The institution/program selects Aquifer content in pre-clinical and clinical years based on data (e.g., assessment results, log reports, evaluations).

None

Please select the option below that best describes how your program/institution deploys Aquifer cases with students.

The institution/program uses Aquifer cases primarily as a "backup" measure (e.g., for missed content, student illness, closed clinics). Aquifer is a supplementary resource.

The institution/program uses Aquifer cases to augment patient exposure or address targeted needs. Aquifer content is selectively used to support department or course objectives.

The institution/program uses Aquifer cases to standardize curriculum delivery across sites. Content is systematically deployed to complement and strengthen the existing curriculum. Aquifer data is beginning to be used to monitor implementation.

The institution/program fully integrates Aquifer content to improve student learning. Aquifer data is used to actively monitor, evaluate, and strengthen the local curriculum. Content is tailored to address gaps and ensure competencies.

None

Please select the option below that best describes your program/institution's level of requirement of Aquifer content

The institution/program subscribes to one or more courses but does not require cases as part of the standard curriculum.

The institution/program recommends using Aquifer cases as part of the standard curriculum (for all students) and provides dedicated time to complete cases.

The institution/program requires Aquifer cases to be part of the standard curriculum (for all students) and provides dedicated time to complete cases but does not eliminate other content.

The institution/program requires Aquifer cases to be part of the standard curriculum (for all students) and "makes room" for Aquifer cases by eliminating other content.

None

Please select the option below that best describes why your program/institution's uses Aquifer content in their curriculum

Aquifer content is used primarily to meet accreditation requirements. Aquifer is used as a resource for compliance rather than actively supporting learning.

Aquifer content is used to generally support the curriculum and goals of the institution/program. Content is selected broadly to complement existing resources.

Aquifer content is systematically used to achieve key instructional objectives and learning outcomes. Content is strategically chosen and deployed to address targeted needs.

None

Please select the option below that best describes where in the curriculum your program/institution uses Aquifer content in their curriculum.

The institution/program integrates Aquifer content minimally in either the preclinical or clinical curriculum, primarily as a supplementary resource.

The institution/program integrates Aquifer content selectively in either the preclinical or clinical curriculum to address targeted needs or gaps.

The institution/program integrates Aquifer content systematically in both preclinical and clinical curricula as a necessary resource to support achieving program competencies.

The institution/program integrates Aquifer content centrally in both preclinical and clinical curricula, utilizing it as the core learning resource for meeting program competencies.

None

Please select the option below that best describes how your program/institution selects Aquifer content to use with students.

The institution/program provides limited guidance on how Aquifer content is selected for student use. The content choice is largely left up to individual instructors, and the amount of time allowed is unspecified or variable.

The institution/program deliberately chooses Aquifer content to achieve targeted goals or address gaps, aiming to limit overall use. The time and effort to complete content are not fully valued or specified within courses.

The institution/program strategically chooses Aquifer content to facilitate cross-disciplinary learning and cover "orphaned" topics. The time required to complete content is generally accounted for within courses but is still variable.

The institution/program systematically utilizes all Aquifer products - cases, Integrated Illness Scripts, and Calibrate - in a coordinated fashion to maximize learning. The time and effort for students to complete content are highly valued and specified within courses.

None

Please select the option below that best describes your program/institution's level of integration with Aquifer content.

The institution/program leaves it up to individual instructors how to and integrate Aquifer within their course

The institution/program maintains isolated curricular integration of Aquifer where departments or subject specialists plan the use of Aquifer without coordinating with other subjects or disciplines.

The institution/program horizontally integrates Aquifer across parallel courses (e.g., Family Medicine, Internal Medicine).

The institution/program vertically integrates Aquifer content across pre-clinical and clinical years.

None

Please select the option below that best describes your program/institution's strategy for aligning Aquifer content with local course goals and objectives.

The institution/program leaves it up to individual instructors to select Aquifer content based on their teaching needs.

The institution/program selects Aquifer content based on local course goals (e.g., required clinical experiences).

The institution/program aligns Aquifer's content with local course learning objectives and selects cases based on their ability to meet objectives.

The institution/program monitors student competence at the learning objectives level and selects Aquifer cases based on gaps in student competence.

None

Please select the option below that best describes your program/institution's faculty use of the Aquifer Content Library to integrate content into coursework.

Faculty not using Aquifer content library; assign Aquifer cases as an optional resource to supplement didactic and clinical material for the course.

Faculty are aware of the content library but do not have expertise in using the tool and only assign specific content for a specific assignment. Not creating custom courses.

Faculty use the content library to integrate Aquifer cases into didactic sessions and clinical teaching sporadically but not consistently.

Faculty integrate cases (including debriefing opportunities) into day-to-day learning, not solely as homework.

None

Please select the option below that best describes how your program/institution's faculty assigns cases to support learning.

Faculty assign Aquifer cases as an additional assignment, and the case content is not intentionally integrated into the didactic or case-based curricula.

Faculty assign an Aquifer course to clinical students sporadically (e.g., as a remote elective or remediation).

AAquifer cases are systematically assigned during clinical. Preceptors know Aquifer cases relevant to the clerkship and understand cases can be integrated into the clerkship.

Faculty assign Aquifer cases as part of an inclusive curricular plan to support didactic and clinical learning.

None

Please select the option below that best describes how your program/institution's faculty use Aquifer's educator resources.

Faculty do not use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty sometimes use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty often use Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

Faculty consistently use a diverse set of Aquifer educator resources (e.g., Case Analysis Tool, active learning modules).

None

Please select the option below that best describes your program/institution's level of curriculum mapping between Aquifer and the local curriculum.

Aquifer cases are not mapped to the curriculum.

Aquifer cases are not mapped to the curriculum, but faculty are encouraged to search for cases supporting course objectives.

Aquifer cases are partially mapped to the local curriculum (pre-clinical and clinical), making the content selection more targeted.

Aquifer cases are fully mapped to the local curriculum making the selection of content for students targeted based on course needs.

None

Please select the option below that best describes how your program/institution's faculty use Aquifer content for discussion (classroom or bedside).

Faculty assign students Aquifer content as supplementary (or optional) and rarely discuss it during class.

Faculty assign students required Aquifer content and may discuss it during class.

Faculty assign students required Aquifer content and ensure it is discussed during class.

Faculty assign students required Aquifer content, and these cases are often discussed during clinical education (e.g., compare and contrast Aquifer case with a patient with the same dx).

None

Please select the option below that best describes how your program/institution's faculty use Aquifer custom courses.

Faculty rarely create custom courses.

Faculty create custom courses to manage assignment of cases to students and monitor the completion of those assignments.

Faculty create custom courses with diverse Aquifer content (e.g., Integrated Illness Scripts, student resources).

None

Please select the option below that best describes how your program/institution uses Aquifer's core assessment, Calibrate.

The institution does not use Aquifer assessments, or the use of assessments is optional.

The institution uses Aquifer Calibrate for individual courses.

The institution uses Aquifer Calibrate across all courses for early and late assessments.

The institution uses Calibrate across all courses early and late, and supports student learning by providing coaching with Calibrate results.

None

Please select the option below that best describes how your program/institution uses Aquifer's Clinical Decision-Making Exam (CDME).

The institution/program does not use the Clinical Decision-Making Exam (CDME)(Internal Medicine).

The institution/program makes the CDME optional for students.

The institution/program uses the Clinical Decision-Making Exam (CDME).

The CDME is integrated into the institution/program’s strategy to promote clinical decision-making skills

None

Please select the option below that best describes your program/institution's expectations for students to use Aquifer assessment results.

No expectations

Students are expected to analyze the results of Aquifer assessments they complete.

Students are expected to develop a learning (or performance) plan informed by the results of Aquifer assessments.

Students take action based on their learning (or performance) plan, and the institution/program has a process for supporting students and checking in on their progress.

None

Please select the option below that best describes how your program/institution faculty review Aquifer-related work.

Faculty never (or rarely) review whether students have completed Aquifer content and related work.

Faculty review student work on Aquifer content to contribute to a student’s grade (e.g., case completion log, completing an assignment).

Faculty sometimes review student work related to Aquifer content (e.g., completed Case Analysis Tool, student summary statements) and provide feedback to the student to help them improve.

Faculty consistently review student work related to Aquifer content (e.g., completed Case Analysis Tool, student summary statements) and provide feedback to the student to help them improve.

None

Please select the option below that best describes your program/institution's professional development oﬀerings for using Aquifer.

The institution/program delivers professional development limited to disseminating the content of cases, not yet addressing pedagogy.

The institution/program delivers formal faculty development to educators that defines the purpose of using Aquifer, outlines effective strategies, and ensures that faculty understand the technology.

The institution/program delivers faculty development focused on leveraging cases to develop student clinical reasoning with cases.

The institution/program delivers professional development designed to ensure consistent pedagogy that is targeted to faculty that work with students daily.

None

Please select the option below that best describes your program/institution's requirements for professional development related to Aquifer.

The institution does not require faculty development for Aquifer (primarily offers optional trainings or none).

The institution requires minimal faculty development on Aquifer (e.g., Aquifer overview training) for staff in leadership roles (e.g., clerkship/rotation directors).

The institution requires faculty development on Aquifer focused on using Aquifer to address student learning needs for staff in leadership roles (e.g., clerkship/rotation directors).

The institution requires faculty development on Aquifer for all educators to implement the content to support learning broadly from the classroom to the bedside.

None

Please select the option below that best describes your program/institution's student orientation to Aquifer content and purpose.

The institution advises students that they will receive an email from Aquifer to create an account and can access the student orientation information.

The institution orients students to Aquifer via discussion or description (e.g., syllabus, handbook, or an email describing expectations directing students to the student area of the website).

The institution collects student feedback to improve communication about cases and the scheduling of cases.

The institution provides deliberate and effective orientation, including demonstrating the Aquifer cases (or other content), explaining the value provided, and how cases link to other learning in the course/clerkship.

None

Please select the option below that best describes how students in your program/institution complete cases.

Students complete required cases but rarely complete optional ones.

Students choose to use Aquifer cases as supplemental learning material.

Students use Aquifer content to prepare for clinical experiences.

Students integrate the Aquifer content into diverse learning strategies (e.g., preparing for clinic, reviewing scenarios observed in the clinic, addressing gaps in understanding).

None

Please select the option below that best describes how students in your program/institution use assessments.

Students complete Aquifer assessments as required.

Students use Self-Assessment Questions (SAQ) at the end of cases to check and reinforce their learning from cases.

Students depend on Aquifer assessment results to contribute to their self-assessment of clinical competence.

Students use the results from all available Calibrate assessments to plan their learning during and after the relevant rotations.

None

Time's up