Developing a practice site in the non-academic community hospital: A primer for pharmacy practice faculty members

On being a successful clinician educator: Lessons learned to share with new practitioners

“…10 Flexibility on the part of the clinicianeducator may allow her personal goals to become aligned with the hospital's needs. For example, managing patients on the internal medicine service may be the responsibility to which a new clinician-educator is assigned; however, a flexible individual with specialized training in geriatric pharmacy may be able to create a "niche" on a geriatrics floor or as the expert on the internal medicine interdisciplinary care team that focuses on geriatric patients with complicated medication regimens.…”

“…Still it is important to embed oneself into the fabric of the practice site whenever possible, by joining hospital committees and regularly participating in multidisciplinary meetings and hospital projects. 10 This may provide additional avenues for both relationship building and identification of future areas for the expansion of pharmacy services, which would benefit both students and patients. Faculty members who are co-funded by their practice site should be aware of the appropriate contractual agreements and other mutually agreed upon guidelines to determine how best to allocate their time and resources.…”

“…10 Snella and Sachdev 11 recommend conducting a needs assessment prior to the establishment of a new clinic, as well as taking into consideration current areas of excellence, both within the institution and among pharmacy staff, and areas in which pharmacists can gain expertise. Such needs assessments may be conducted by the hospital or clinic site prior to the placement of a new clinician-educator, but flexibility can allow a clinician-educator to gain additional exposure and expertise as she provides services that meet the needs of her practice site.…”