Interprofessional objective structured teaching exercise (iOSTE) to train preceptors

McCutcheon, Livia R.M.; Whitcomb, Kathryn; Cox, Craig D.; Klein, Mary S.; Burley, Hansel; Youngblood, Terrance Denard; Raehl, Cynthia L.

doi:10.1016/j.cptl.2017.03.023

Cited by 12 publications

(14 citation statements)

References 14 publications

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“…Numerous interprofessional organizations, including the Interprofessional Education Collaborative (IPEC), have been instrumental in providing resources and support for health professions programs as they continue to develop IPE/IPCP opportunities in their programs (IPEC, 2016). With the increase in research around IPE/IPCP (Ratka et al, 2017), there continues to be a need to explore the preceptor's role for health care students during their clinical rotations (Chen et al, 2016;McCutcheon et al, 2017). The need to bridge the gap between didactic and clinical education is essential to prepare athletic training graduates to be team-ready health care providers.…”

Section: Discussionmentioning

confidence: 99%

“…Becoming aware of IPCP opportunities organically facilitates change in the clinical setting; preceptors need to be socialized and developed to become facilitators of IPE and IPCP (Shrader & Zaudke, 2018;McCutcheon et al, 2017). What's more, preceptor readiness (and site readiness) to facilitate IPE/IPCP clinical experiences is vital to the preparation of the pre-license health professions student (Sick et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…However, the number of IPE/IPCP encounters that athletic training students witness within the clinical setting is not well documented (Walker et al, 2018). Therefore, preceptor development that enables identification of opportunities and educates on ways to facilitate IPE/IPCP experience is vital to better connect the clinical setting with classroom teachings (McCutcheon et al, 2017). A preceptor is a licensed or certified health care professional that supervises athletic training students throughout their clinical experience while instructing and/or assessing patient care skills (CAATE, n.d.).…”

Section: Introductionmentioning

confidence: 99%

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Clinical preceptors' self-assessed beliefs, behaviors, and attitudes for interprofessional education after an online professional development module

Schwieterman

Utley

Breitbach

et al. 2021

Health, Interprofessional Practice and Education

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INTRODUCTION Interprofessional education and collaborative practice is emerging at the forefront of health professions education. The Commission on Accreditation of Athletic Training Education recently added interprofessional education and interprofessional collaborative practice to the accreditation standards. In order to facilitate interprofessional education experiences and produce collaborative, team-based care athletic trainers, the development of preceptors in interprofessional education and collaboration is vital. The purpose of this study was to examine the effectiveness of an asynchronous online professional development module designed for preceptors who are part of athletic training programs, to educate them in an attempt to promote interprofessional education and collaboration in the clinical setting for athletic training students. METHODS A pre-experimental retrospective pretest-posttest survey design was used to measure the effectiveness of an online asynchronous professional development module focused on interprofessional education and collaboration. The population for this study was healthcare practitioners who serve as preceptors in accredited athletic training programs. RESULTS Statistical significance was found between the pretest and posttest scores for athletic training preceptors on the ISVS-21.CONCLUSION These findings provide evidence that a 10-minute asynchronous online professional development module is effective in influencing preceptors' beliefs, behaviors, and attitudes toward interprofessional collaboration.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Clinical preceptors' self-assessed beliefs, behaviors, and attitudes for interprofessional education after an online professional development module

Schwieterman

Utley

Breitbach

et al. 2021

Health, Interprofessional Practice and Education

View full text Add to dashboard Cite

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“…Notably, four articles focused on preceptor development in interprofessional education (IPE). 25,26,29,35 McCutchen and colleagues used a unique method of an interprofessional objective structured teaching exercise (iOSTE) to train 23 community pharmacy preceptors in interprofessional practice and precepting. 26 Cox and colleagues also implemented a novel approach by creating a mini-series of videos screened as a feature length film for preceptors to learn interprofessional precepting skills.…”

Section: Pharmacy Student Preceptor Developmentmentioning

confidence: 99%

A Review of Development Initiatives for Pharmacy Student and Resident Preceptors

Howard¹,

Yuet²,

Isaacs³

2020

American Journal of Pharmaceutical Education

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Objective. To review the published literature describing and evaluating pharmacy student and resident preceptor development. Findings. Database searches yielded 32 published articles on pharmacy preceptor development: 22 for experiential preceptors, eight for resident preceptors, and two encompassing both experiential and resident preceptors. The identified articles covered a variety of preceptor development strategies, including live, web-based, and multifaceted approaches, which were disseminated via analytical studies, needs assessment surveys, and descriptive reports. In analytical studies, the evaluation methods most commonly used were preceptor pre-and post-perception surveys. Summary. Preceptor development strategies vary among pharmacy schools and residency programs. The evaluation methods used also varied, and there is a lack of evidence-based practices related to preceptor development. Preceptor development should be tailored based on preceptor type and program needs. An opportunity exists to further evaluate which strategies are most effective for improving precepting techniques, with an ultimate goal of delineating best practices for pharmacy preceptor development.

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“…Mutual encouragement among peers and synergistic problem-solving models are all possible resources to enhance the teacher education curriculum [8]. Teachers’ self-assessment does not directly reflect changes in their teaching behavior; research has indicated the necessity to develop an evaluation method for directly assessing teaching performance using an objective structured teaching exercise (OSTE) [9]. An OSTE, similar to an objective structured clinical examination [10], entails conducting teaching exercises in a standardized situation [11].…”

Section: Introductionmentioning

confidence: 99%

An objective structured teaching exercise for faculty training and assessment of teaching ability in interprofessional collaborative practice and education

et al. 2019

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Objective: Improving clinical teachers’ ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers’ execution of interprofessional practices. Materials and Methods: Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers. Results: The OSTE improved clinical teachers’ IPE execution, verifying the necessity for multistrategy teaching in faculty training programs. Conclusions: This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.

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Interprofessional objective structured teaching exercise (iOSTE) to train preceptors

Cited by 12 publications

References 14 publications

Clinical preceptors' self-assessed beliefs, behaviors, and attitudes for interprofessional education after an online professional development module

Clinical preceptors' self-assessed beliefs, behaviors, and attitudes for interprofessional education after an online professional development module

A Review of Development Initiatives for Pharmacy Student and Resident Preceptors

An objective structured teaching exercise for faculty training and assessment of teaching ability in interprofessional collaborative practice and education

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