Increasing Capacity for Experiential Rotations for Pharmacy Learners: Lessons Learned from a Multisite Teaching Hospital

Cameron, Karen; Fernandes, Olavo; Musing, Emily; Raymond, Colette B

doi:10.4212/cjhp.v69i1.1519

Cited by 14 publications

(17 citation statements)

References 9 publications

(12 reference statements)

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“…The demand for pharmacist services often outweighs the pharmacist's ability to provide them; thus, developing projects that are continuously carried out by learners on‐site or only offered when learners are on‐site can help expand pharmacy services or offset the time spent teaching. Examples include organizing and analyzing a report pulled from the electronic medical record, developing a new service, evaluating existing services, offering a quality check service only when students are on rotation, operating and delivering services for influenza clinics, and developing a presentation for staff 66‐68 . In addition, to offset some of the orientation or organization burden that preceptors encounter, experiential opportunities can be tied to a course in the curriculum, or a course can be offered that relates to the clinical activities of the experience.…”

Section: Part 2: Updates In Faculty Developmentmentioning

confidence: 99%

Pharmacy practice faculty and preceptor development

Haase

Crannage

Orlando

et al. 2020

J Am Coll Clin Pharm

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Faculty development is a priority for colleges and schools of pharmacy for both corporate and individual success. Recommendations in the 2008 American College of Clinical Pharmacy (ACCP) position statement and white paper on faculty development remain relevant today. However, changes in educational standards, delivery of pharmacy education, and faculty and learners have prompted an update of the 2008 documents. This 2020 white paper focuses on three components: preceptor development, updates in pharmacy practice faculty development, and program formation and implementation. The paper provides evidence and recommendations for preceptor development and summarizes the literature updates related to pharmacy practice faculty development in several areas, including teaching, practice, and research. This update explores additional topics not emphasized in the previous paper, including faculty well-being, holistic career-long development, and challenges with implementing and assessing development programs. K E Y W O R D S faculty development, pharmacy education, preceptor development

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Section: Part 2: Updates In Faculty Developmentmentioning

confidence: 99%

Pharmacy practice faculty and preceptor development

Haase

Crannage

Orlando

et al. 2020

J Am Coll Clin Pharm

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“…1,2 For instance, at a large academic teaching hospital in Toronto, Canada, the total number of experiential rotations offered to learners increased from 57 before the entry-to-practice PharmD (2011-2012) to 197 rotations (2015-2016). 3 Institutions in the United States, where the PharmD curriculum has been in place for many years, are also concerned over experiential education requirements as the number of pharmacy schools and student enrollment have increased in recent years. 4 Providing clinical placements for a larger number of students has become increasingly challenging for institutions, as most rotations employ the traditional one-to-one student-preceptor model.…”

Section: Introductionmentioning

confidence: 99%

“…4 Providing clinical placements for a larger number of students has become increasingly challenging for institutions, as most rotations employ the traditional one-to-one student-preceptor model. 3,5 This increase in demand has led pharmacy institutions to explore more non-traditional experiential teaching models. 3,6 The most well-defined non-traditional student-preceptor models are peer-assisted learning (PAL), near-peer teaching (NPT), and co-preceptorships (CoP).…”

Section: Introductionmentioning

confidence: 99%

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

McIntyre

Natsheh

Leblanc

et al. 2019

American Journal of Pharmaceutical Education

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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.

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“…De nouveaux modèles d'apprentissage par l'expérience sont utilisés afin de tirer profit des nombreuses et précieuses occasions de former les apprenants à différentes étapes de leur éducation tout en respectant les besoins en matière de capacité des multiples programmes de formation 4,5 . Les évaluations fondées sur les compétences sont aussi largement acceptées et utilisées de nos jours afin de s'assurer que les apprenants sont en mesure d'exercer à la hauteur de la performance attendue.…”

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Increasing Capacity for Experiential Rotations for Pharmacy Learners: Lessons Learned from a Multisite Teaching Hospital

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Cited by 14 publications

References 9 publications

Pharmacy practice faculty and preceptor development

Pharmacy practice faculty and preceptor development

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

Nos réalisations et les défis de demain

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