Objectives. To survey pharmacy preceptors regarding experiential education and determine the implications of the findings on colleges and schools of pharmacy.Methods. An online survey was sent to 4,396 experiential sites. The survey instrument consisted of 41 questions regarding the experiential education environment from the preceptor's perspective (eg, experiential load, time-quality issues, compensation, etc). Results. One thousand one hundred sixty-three preceptors responded (26.5%) to the survey. Concerning experiential load, 73% took 2 or more students in the past year and almost half of the sites had to turn placements away. Nearly all preceptors felt that the more time they spent with students, the higher quality the experience, and 20% felt they didn't have enough time to provide a quality experience. Thirty-six percent of respondents chose monetary stipend as the form of compensation they valued most. Conclusions. This study provides insights into the issues that concern volunteer preceptors and the findings could be used to enhance the quality of experiential education in pharmacy.
The University of Maryland School of Pharmacy has systematically implemented professionalism assessment to establish expectations in experiential learning and to create a mechanism for holding students accountable for professionalism. The authors describe their philosophic approach to the development and implementation of these explicit criteria and also review the outcomes of applying these criteria.In 2001, 3 professionalism criteria were developed and applied to required intermediate and advanced pharmacy practice experiences (APPEs). Students were expected to achieve 100% acceptable ratings to pass the rotations. The criteria were subsequently enhanced and by 2005 applied to all experiential courses.Most students exhibited professional behavior; however, 9 students did not meet the established criteria. Strategies used in remediation and further professional development are discussed. The use of professionalism criteria has promoted a culture of professionalism throughout the School.
Objectives. Effective Leadership and Advocacy is an elective implemented to develop doctor of pharmacy students' leadership and political advocacy. Students learn various leadership and organizational management skills and gain direct experience in the political process and community action through service-learning activities. Design. Students attend classes and participate in individual and group assignments for required and elective elements. The fall 2003 course involved synchronous teaching with Virginia Commonwealth University doctor of pharmacy students and faculty. Assessment. To demonstrate achievement of course objectives, students were required to submit portfolios documenting their participation in key activities. Student performances during group debates and class discussion (participation and professional behavior) were also assessed. Conclusions. During 3 offerings at Maryland, the course has increased student and faculty member participation in statewide advocacy for pharmacy education and service. The state's pharmacy organizations, School's administration, and University's Office of External Affairs now use students more effectively in promoting health care legislation and School resource advocacy initiatives.
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