A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Truong, Christine; Wyllie, Andrew; Bailie, Toni; Austin, Zubin

doi:10.4212/cjhp.v65i3.1143

Cited by 11 publications

(10 citation statements)

References 17 publications

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“…While limited literature is available regarding residency program and pharmacy education perspectives, the viewpoints of institutional administrators have not been adequately explored. [7][8][9][10][11] When surveyed, RPDs and health-system personnel identified a need for more resources for preceptor development. 7 Additional teaching challenges include insufficient time, difficulty balancing precepting and workload responsibilities, inability to provide effective feedback and perform evaluations, and insufficient assistance to manage challenging learner situations.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Williams

Wolcott

Minshew

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on:(1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example responses from these groups included challenging teaching and learning situations, difficulty self-assessing teaching ability, and increasing institutional demands, respectively. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments. Conclusion.Preceptors face numerous teaching challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Williams

Wolcott

Minshew

et al. 2021

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Another study demonstrated that pharmacy residency preceptors expressed having learning and educational support needs in the areas of communication skills, giving effective feedback, clinical knowledge, and mentorship programs. 26 The preceptors also preferred 1-day training sessions or online learning modules every other year for ongoing educational support. As mentioned previously, Vos and Trewet 10 developed and implemented a comprehensive PDP that included live and recorded online programming, a preceptor manual, a preceptor newsletter, live events, and one-on-one practice site visits; they also collected over 5,000 evaluations of preceptor performance by students.…”

Section: The Continuing Professional Development (Cpd) For Volunteer Preceptorsmentioning

confidence: 99%

Priming the Preceptor Pipeline: Collaboration, Resources, and Recognition

Worrall

Chair

Aistrope

et al. 2016

American Journal of Pharmaceutical Education

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“…The second year, referred to as post graduate year 2 (PGY2), is focused on a specific area of practice state, possibly leading to pharmacy specialty certification 3. In Canada, a pharmacy residency consists of one year of structured rotations in an hospital settling5, covering various aspects such as pharmacy practice and administration, internal medicine, pediatrics, cardiology, surgery, nephrology, gastrointestinal systems, emergency medicine, intensive care, ambulatory care, and toxicology 6. In France, residency for pharmacists, termed “Internat de Pharmacie”, lasts four years and takes place in university hospitals associated with pharmacy faculties 7.…”

Section: Introductionmentioning

confidence: 99%

“… 3 In Canada, a pharmacy residency consists of one year of structured rotations in an hospital settling 5 , covering various aspects such as pharmacy practice and administration, internal medicine, pediatrics, cardiology, surgery, nephrology, gastrointestinal systems, emergency medicine, intensive care, ambulatory care, and toxicology. 6 In France, residency for pharmacists, termed “Internat de Pharmacie”, lasts four years and takes place in university hospitals associated with pharmacy faculties. 7 French pharmacy residents enroll into one of the three defined pharmacy residency specialties: “Medical Biology”, “Hospital Pharmacy” and “Pharmaceutical Innovation and Research”.…”

Section: Introductionmentioning

confidence: 99%

Relationship between pharmacy residency examination rank and specialty choice for French pharmacy residency-admitted students

Fardel¹

2017

Pharm Pract (Granada)

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Objective:To analyze the link between the rank at the national pharmacy residency examination and the choice of pharmacy specialty for hospital residency-admitted French pharmacy students.Methods:Examination ranks as well as the pharmacy residency specialty to which residency candidates are finally admitted were collected for all students (n=1948) having successfully passed the national French pharmacy residency examination over the period 2013-2016. Students were categorized by their pharmacy specialty for residency, i.e., “Medical Biology” (n=591), “Hospital Pharmacy” (n=1175) and “Pharmaceutical Innovation and Research” (n=182), and medians of examination ranks as well as limit ranks (the rank of the last admitted postulant) by specialty were compared.Results:Examination ranks for pharmacy residency-admitted students were found to significantly differ according to the nature of the specialty in which students were finally admitted. “Medical Biology” has the lowest examination ranks (and appears thus as the most selective specialty), followed by “Hospital Pharmacy” and ended by “Pharmaceutical Innovation and Research”, that has the highest examination ranks (and appears thus as the least selective specialty). Limit examination ranks were additionally shown to discriminate university hospitals in which residents were assigned.Conclusion:Specialty choice for hospital residency-admitted French pharmacy candidates is closely associated with their rank at the national pharmacy residency examination, which can be assumed as reflecting their academic level. By this way, an implicit hierarchy of French pharmacy residency specialties according to the academic level of postulants can likely be drawn.

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A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Abstract: Background: Canadian pharmacy residency programs rely on preceptors to support the growing demand of graduates wishing to pursue hospital residencies. Understanding the educational needs of these preceptors is important to ensure that they are well prepared to deliver successful programs.

Cited by 11 publications

References 17 publications

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Priming the Preceptor Pipeline: Collaboration, Resources, and Recognition

Relationship between pharmacy residency examination rank and specialty choice for French pharmacy residency-admitted students

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