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This article outlines five practical strategies pharmacy preceptors can adopt to make learner evaluations more effective, transparent, and growth-focused throughout experiential rotations. By setting clear expectations early, using baseline assessments, providing timely feedback, encouraging self-reflection, and applying structured evaluation frameworks, preceptors can support meaningful learner development while minimizing end-of-rotation surprises.
Authored by Timothy P. Gauthier, Pharm.D., BCIDP
Article posted 25 February 2026
Serving as a preceptor for pharmacy interns, residents, and fellows is a privilege. In this role, pharmacists help develop foundational knowledge, model clinical skills, provide real-time coaching, and ultimately facilitate independent practice. While preceptors may naturally gravitate toward teaching in certain areas, one responsibility that cannot be avoided is the learner evaluation.
I was fortunate to spend my early years as a preceptor as an academic pharmacist in the Department of Pharmacy Practice at Nova Southeastern University. In an environment that emphasized the science of teaching and learning, I had the opportunity to precept approximately 16 Advanced Pharmacy Practice Experience (APPE) students each year—often four at a time. Through trial and error, as well as guidance from exceptional mentors, I developed several strategies that have proven extremely helpful in managing the evaluation process. After working with numerous interns and residents over the years, I’ve found there are a few simple approaches that can make evaluations more effective and less stressful for both preceptor and learner.
Below are five evaluation habits every pharmacy preceptor should use.
1. Explain what a “C” grade really means using the ice cream sundae analogy
Learners are often accustomed to earning high grades throughout their academic careers. As a result, it’s easy to lose sight of the fact that a “C” grade represents average performance—not failure. In experiential education, average performance typically means completing all assigned tasks competently, but not demonstrating initiative beyond basic expectations.
I often explain this using an ice cream sundae analogy:
C = Average
Chocolate, strawberry, and vanilla ice cream with hot fudge, whipped cream, sprinkles, and a cherry served in a plastic cup with a spoon.
B = Above Average
The same sundae plus fresh fruit and nuts, served in a glass bowl with a metal spoon.
A = Exceptional
A customized sundae with premium toppings, presented in a pharmacy-themed mortar bowl with a long-handled spoon, a set table, ambient lighting, and music.
This visual analogy is often more effective than simply telling learners to “go above and beyond.”
2. Establish a baseline with a written, open-ended assessment
There are certain core concepts that every learner should grasp before they leave your rotation. A written assessment on day one can help both the preceptor and learner identify baseline knowledge gaps early.
I like to give a test that asks for common antibiotic coverage (e.g., list as many drugs as you can that cover MRSA, list the drug of choice for Listeria), common monitoring (e.g., what baseline labs does daptomycin require), and key adverse reactions (e.g., list all of the fluoroquinolone toxicities that you can think of). I also try to build in random questions I have found students struggle with, like what OSA stands for, what it’s called to remove the gallbladder, and what is the medical term for a kidney stone.
In giving this type of test on day one, I’ve found it is important to set the expectation very low. Tell them it’s okay to totally fail and get 10% right. Don’t put wild guesses, but educated guesses are okay. It’s so important not to let the learner feel dumb, so feel encouraged to really lay it on reinforcing that they are not expected to do well on day one.
Give them a good hour or two to try to answer the questions if they need it, but don’t let them use any external resources – just their own brain!
It can be good to give the learner the exact same test each week during the rotation, as it allows them to objectively demonstrate learning.
Fun fact – the master practice test at LearnAntibioitcs.com was developed based on an evaluation I had been giving to students for years.
3. Do not wait to tell the learner if they are not meeting expectations
It really is not fair to a learner if we surprise them the last day with a C grade. Preceptors who continuously communicate with their learners and instruct them on how to do better will have less issues at evaluation time. Learners also tend to do much better when their expectations are clear.
A midpoint evaluation is encouraged if the learner does not seem to be grasping what the expectations are, and sometimes a syllabus review can help level-set things. Overall, I strongly encourage communication sooner than later if expectations are not being met.
If a circumstance arises that the learner is still not understanding, insert objective measures. They come in late or leave early? Have them complete a daily sign-in/ sign-out sheet. They are providing low-quality answers to drug information questions? Give them a standardized structure and have the answer submitted electronically. It is easier to evaluate a learner when there is more structure built into the activities.
4. Begin the final evaluation by having the learner self-assign a grade
Today is the last day of the rotation, what grade do you think you should get?
After they give you a letter grade, ask for a number grade. This encourages the learner to reflect deeper. Then, very importantly, ask the learner why they would assign that grade to themselves. Have them verbalize what they think went well or poorly.
More often than not, you do not have to break it to a learner who is not going to get an A, they will self-identify it, which makes the whole evaluation process a lot easier for everyone. They also may identify strengths that you did not, and this gives them a chance to advocate for themselves.
5. Use a structured approach to the final evaluation
While rotation-specific learning objectives should guide formal evaluations, using a consistent framework can help ensure comprehensive feedback.
Consider evaluating learners on a 0 (unacceptable) to 5 (excellent) scale in the following areas:
- Communication with patients
- Communication with healthcare professionals
- Monitoring & evaluating drug therapy
- Retrieving & reporting drug information questions
- Handling detail
- Organizing/ planning
- Displaying independence/ assertiveness
- Motivation to achieve learning goals
A structured approach supports both individualized feedback and broader professional development.
Closing comments
Precepting the next generation of pharmacy professionals is a rewarding experience. By implementing simple, structured strategies throughout the rotation, preceptors can improve the evaluation process while supporting meaningful learner growth.
Suggested Readings
- Five Ways Preceptors May Integrate Generative Artificial Intelligence Programs Into Pharmacy Education Learning Experiences
- Top Five Reasons Pharmacy Preceptors Fail
- 5 Questions Pharmacy Preceptors Should Ask Their Pharmacy Students
Disclaimer: This article was written by the author, then enhanced using ChatGPT (artificial intelligence software). The views and opinions in this article represent those of the authors and do not necessarily reflect the policy or position of any past, current, or potential future employer.
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