Experiential Education Delivery—Ensuring Success Through Support and Development of the Faculty and Administrative Team: Report of the 2004–2005 Professional Affairs Committee

Reynolds, John R.; Briceland, Laurie L.; Carter, Jean T.; Easton, Michelle R.; Rider, Joan M.; Staton, April G.; Talluto, Beverly A.; Tice, Bradley P.; Flynn, Arlene A.

doi:10.5688/aj6905s09

Cited by 18 publications

(18 citation statements)

References 19 publications

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“…This trend would support recommendations made in 2005 that the ideal organization for experiential education include an associate or assistant dean as the department or program head. 10 That schools without an assistant or associate director reported concerns related to workload would support that future recommendations include such a position in EE at all schools.…”

Section: Discussionmentioning

confidence: 99%

“…Faculty members and administrators in EE programs will now be faced with new challenges, in addition to existing difficulties in student placement capacity created by dramatic growth in number of pharmacy schools and student enrollments in recent years. [2][3][4][5][6][7][8] Even though many schools have expanded and reorganized their EE programs, [9][10][11][12][13] further reorganization may be necessary to realign job responsibilities with the new emphasis on quality improvement, preceptor development, and interprofessional education. 14,15 Now is a good time take stock of all concerns facing EE programs so that appropriate changes can be made to meet new accreditation standards.…”

Section: Introductionmentioning

confidence: 99%

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A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Danielson

Craddick

Eccles

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To qualitatively analyze free-text responses gathered as part of a previously published survey in order to systematically identify common concerns facing pharmacy experiential education (EE) programs. Methods. In 2011, EE directors at all 118 accredited pharmacy schools in the US were asked in a survey to describe the most pressing issues facing their programs. Investigators performed qualitative, thematic analysis of responses and compared results against demographic data (institution type, class size, number of practice sites, number and type of EE faculty member/staff). Expert and novice investigators identified common themes via an iterative process. To check validity, additional expert and novice reviewers independently coded responses. The Cohen kappa coefficient was calculated and showed good agreement between investigators and reviewers.Results. Seventy-eight responses were received (66% response rate) representing 75% of publicly funded institutions and 71% of schools with class sizes 51-150. Themes identified as common concerns were site capacity, workload/financial support, quality assurance, preceptor development, preceptor stipends, assessment, onboarding, and support/recognition from administration. Good agreement (mean percent agreement 93%, ƙ range50.59-0.92) was found between investigators and reviewers. Conclusion. Site capacity for student placements continues to be the foremost concern for many experiential education programs. New concerns about preceptor development and procedures for placing and orienting students at individual practice sites (ie, "onboarding") have emerged and must be addressed as new accreditation standards are implemented.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Danielson

Craddick

Eccles

et al. 2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…However, all full-time faculty members in colleges and schools of pharmacy have some level of obligation to participate in the generation or application of new knowledge and to disseminate it. 21 As such, experiential education faculty members -especially junior ranking faculty members -seek clarification about their expectations for scholarship as they build their careers, approach promotion opportunities, and strive for a culture of scholarship in the experiential education field.…”

Section: Discussionmentioning

confidence: 99%

Quantifying Published Scholarly Works of Experiential Education Directors

Danielson

McElroy

2013

American Journal of Pharmaceutical Education

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Objective. To determine the amount and potential impact of scholarly works that directors of experiential education in US colleges and schools of pharmacy have published since 2001. Methods. A search in Web of Science was used to identify publications and citations for the years 2001-2011 by experiential education directors as identified by the American Association of Colleges of Pharmacy (AACP) Roster of Faculty and Professional Staff in 2011. Publication productivity was analyzed by position title, faculty rank, and type of institution (public vs private, research vs nonresearch-intensive). Types of published works were characterized, related citations were identified, and a reported h-index was collected for each person who published during this period.Results. Ninety-seven of 226 (43%) experiential education directors published 344 scholarly works which had received 1841 citations, for an average of 1 publication every 3 years and an average citation rate of 5.3 per publication. Directors at publicly funded and research-intensive institutions published slightly more than did their counterparts at private and nonresearch-intensive schools. Publications were concentrated in 6 journals with a weighted mean publication impact factor of 1.5. Conclusion. Many experiential education directors have published scholarly works even though their titles and ranks vary widely. While the quantity of such works may not be large, the impact is similar to that of other pharmacy practice faculty members. These results could be used to characterize the scholarly performance of experiential education directors in recent years as well as to establish a culture of scholarship in this emerging career track within pharmacy education.

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“…Just as schools/colleges of pharmacy are encouraged to provide developmental opportunities for its experiential education faculty and administrative staff members, 29 there is a need for all schools/colleges of pharmacy to establish training programs for preceptors. 30 Effective preceptor training programs should result in the development of, and improvement in, student pharmacist learning and satisfaction as well as contribute to providing exemplary patient care, enhancing current and developing new models of care as well as increasing preceptor satisfaction.…”

Section: What Is a "Master Preceptor"?mentioning

confidence: 99%

Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer Pharmacy Preceptors

Harris

Butler

Cardello

et al. 2012

American Journal of Pharmaceutical Education

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Experiential Education Delivery—Ensuring Success Through Support and Development of the Faculty and Administrative Team: Report of the 2004–2005 Professional Affairs Committee

Cited by 18 publications

References 19 publications

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Quantifying Published Scholarly Works of Experiential Education Directors

Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer Pharmacy Preceptors

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