National preceptor development program (PDP): Influential evidence and theory. The first of a 3-part series

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

“…20,21 Participants in this study and other studies frequently identified addressing difficult teaching and learning situations as a desirable focus (eg, learner well-being, knowledge deficits, and attitude issues). 1,16,22,23 The topic ideas listed in Table 4 can be used as a starting point for preceptor development programming. Moreover, programming content should integrate explicit strategies, evidence, and samples to emphasize the relevance and application in clinical teaching.…”

“…Semi-structured, open-ended interview questions were developed by the research team in collaboration with the Office of Experiential Programs to ensure the research questions were addressed based on gaps in the literature while accomplishing organizational understanding of preceptor challenges. 9,[15][16][17] The questions focused on: (1) teaching challenges encountered while precepting and barriers to preceptor development, (2) positive and negative features of attended preceptor development programs and, (3) preferences for preceptor development programming. Interview questions were broad and applied to any preceptor development programming a participant attended including those from schools of pharmacy, their institution, or a professional organization.…”

“…24,25 Previous research revealed preceptors find networking opportunities through online and in-person communities valuable. 16 Peer support and sharing experiences were also deemed beneficial by rural preceptors participating in virtual educational forums. 28 While use of virtual technologies can help overcome barriers to access, this study emphasized the importance of preceptor perspective in design.…”

“…15 In addition, recommendations for the development of a national preceptor development prototype emerged from work of the Canadian Experiential Education Project for Pharmacy, providing guidance for others interested in designing preceptor development platforms. 11,16 While development resources are available through other platforms, they may be more limited in delivery modalities or scope, have cost limitations, or solely have a clinical focus. As a comprehensive national preceptor development platform is not available at the time of this writing, and the ease and cost of preceptor access to such a platform is unknown, pharmacy programs must provide preceptor development resources to their preceptors.…”

The Status and Adequacy of Preceptor Orientation and Development Programs in US Pharmacy Schools

“…Institutions would need to make available core competency statements and supporting performance indicators to assist preceptors in the process, similar to materials included in a proposed national preceptor development program. [30][31][32] Performance indicators should arise from assessments made of or by students, sites, preceptors, and experiential education personnel and ideally include self-and peer assessments. Sufficient programming elements for competency areas using a variety of delivery mediums are the goal.…”