Development Needs of Volunteer Pharmacy Practice Preceptors

Abstract

Objective. To determine the training needs and interests of volunteer pharmacy preceptors. Methods. Volunteer preceptors (n5576) were surveyed on various aspects of precepting and their needs related to additional training. Results. Two hundred thirty-six preceptors (40.9%) responded. Preceptors were less confident about enforcing attendance policies, identifying and managing unmotivated or failing students, identifying dishonesty or plagiarism, and handling conflict. While only 29.5% of respondents agreed that having an APPE student decreased their overall workload, approximately half (48.1%) indicated that student pharmacists helped them complete their daily tasks and 67.8% agreed that APPE students extended patient care. Respondents who had received training were significantly more confident than preceptors who had not received training in their abilities to clarify expectations, evaluate a student's knowledge, and foster skills related to critical thinking and problem solving. Conclusions. Training programs for pharmacy preceptors are effective; however, important areas in which additional training is needed or desired were identified among both new and experienced preceptors.

Factors Associated With Students’ Perception of Preceptor Excellence

“…9 In one study evaluating the development needs of volunteer pharmacy preceptors, most preceptors (78.4%) indicated that they had previous preceptor training, but 73.5% indicated they would like to have additional training. 10 In another study in which pharmacy student evaluations were compared to preceptor self-evaluations in Thailand, preceptors were found to overrate their performance of key teaching characteristics, such as providing feedback, in comparison with student perceptions. Moreover, all preceptors stated that they did well in giving their students opportunities to ask questions and provide open discussion whereas only 70% of students indicated that their respective preceptors did well in this teaching behavior.…”

“…9 Training of preceptors is required by ACPE and encouraged by pharmacy organizations, and studies have shown a benefit from preceptor training and development programs. 10,11 The American Pharmacists Association and the American Society of Health-System Pharmacists, for instance, offer preceptor orientation and training programs to members to improve experiential education, placing emphasis on having qualified preceptors. 12,13 The American Association of Colleges of Pharmacy (AACP) has identified preceptor development as a significant element of quality experiential education, and the need for this training has been identified.…”

Preceptors' Need For Support In Tutoring Pharmacy Students in Finnish Community Pharmacies

“…To our knowledge, only two previous studies, conducted in United States 6 and Qatar, 7 have evaluated the preceptors' confidence in their own performance in being a preceptor. Both studies were surveys applying structured Likert-scale statements (3-or 5-point scale).…”

“…Both studies were surveys applying structured Likert-scale statements (3-or 5-point scale). [6][7] Some studies have explored pharmacists' attitudes towards being a preceptor, [8][9] and the preceptors' perceptions regarding a new undergraduate pharmacy degree. 10 Tools that support preceptors' work, such as experiential guidelines, 11 the use of the social media by the pharmacy preceptors 12 and the optimal frequency of quality assurance visits in teaching pharmacies 13 have also been studied previously.…”

Integrating Internships with Professional Study in Pharmacy Education in Finland

“…The pedagogic design and expected learning outcomes of internships vary in different pharmacy schools and countries, but little is known about the benefits of each system from a pedagogic perspective. 3,[5][6][7][8][9][10][11] Thus, internship curriculum designs are often informed by traditions in pharmacy education rather than by evidence of their pedagogic advantages or effectiveness. 4 In the European Union (EU), higher education practices are harmonized through the Bologna Process signed in 1999.…”