Clerkship / Rotation Adoption and Use

May 24, 2023

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

What clinical rotation/clerkship are you completing this for?

Family Medicine

Internal Medicine

Pediatrics

Radiology

Geriatrics

Other

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.

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.

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).

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.

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.

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.

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.

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..

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.

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.

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).

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.

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).

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).

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).

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.

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.

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.

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.

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.

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).

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.

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