An Analysis of Canadian Doctor of Pharmacy Student Experiences in Non-Traditional Student-Preceptor Models

Abstract

Objective. To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Methods. Pharmacy students who had completed at least one experiential rotation with a nontraditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Results. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Conclusion. Pharmacy students and graduates valued their experiences in non-traditional studentpreceptor models. Institutions may find support for using these precepting models to increase placement capacity.

Learning with and from Peers in Clinical Education

“…Peer learning is a good opportunity to equip learners with education-related skills, such as providing feedback (Tai et al 2017). These education skills may also support patient education; indeed, students have reported that their clinical communication skills have improved through participation in peer learning (Tai et al 2016b;McIntyre et al 2019).…”

“…Peer learning may also provide much wanted social and academic support (Chou et al 2011;Vuckovic et al 2019;McIntyre et al 2019;McPake 2019), and may increase student self-confidence (Secomb 2008;Chojecki et al 2010;Ravanipour et al 2015). This is especially crucial in the transition to clinical learning environments (Masters et al 2013).…”

“…This may involve some pre-work for educators in planning the activities that students can undertake in pairs, and time for individual supervision and assessment (Stenberg et al 2020;McPake 2019). Lastly, near-peer mentoring may be used to expand cross-year level capacity within placements, where senior students contribute to the supervision of junior students through appropriate task selection (i.e., where the senior students are deemed competent to supervise) (McIntyre et al 2019).…”

Pharmacy Resident Perspectives on the Layered Learning Practice Model

“…6,8 The LLPM incorporates pharmacy learners into the workflow as "pharmacist extenders," allowing them to perform patient care activities while also creating opportunities for mentorship between learners. [7][8][9] The LLPM has demonstrated benefit on multiple fronts: reduced medication costs, improved patient satisfaction, and improved clinical outcomes. 7,10,11 The experiences of pharmacy personnel involved have also been described.…”

Implementation Of The Preceptorship Model In Midwife Care: Scooping Review

“…This increase in demand has led institutions to explore more experiential teaching models. (Mcintyre et al, 2019) As described by (Myall, Levett-jones, and Lathlean, 2008) that the mentoring process helps students to organize and integrate concepts, prepare strategies to develop a better understanding of themselves as caregivers, and promote commitment to the profession. Snowden (2008) explained that through a constructive clinical learning environment with good guidance, students will find it easier to develop their self-confidence and competence as well as focus more on student learning needs.…”