National preceptor development program (PDP) prototype. The third of a 3-part series

Cox, Craig D.; Mulherin, Katrina; Walter, Sheila

doi:10.1016/j.cptl.2017.12.003

Cited by 16 publications

(17 citation statements)

References 2 publications

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“…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.…”

Section: Discussionmentioning

confidence: 99%

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

O’Sullivan

Cox

Darbishire

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To identify current preceptor orientation and development programs at US colleges and schools of pharmacy and propose future initiatives for preceptor programs. Methods. An anonymous 28-item survey was administered in January 2017 to 128 experiential education personnel at accredited US schools and colleges of pharmacy. Data from completed survey instruments were tabulated and qualitative responses to open-ended questions were examined using thematic analysis. Results. Eighty-five experiential education administrators participated in the survey (response rate567%). Most preceptor orientation programs met the majority of requirements as outlined within the Accreditation Council for Pharmacy Education's Standard 20.3, although only 42% of programs mandated preceptor orientation prior to student placement. Two-thirds of respondents offered annual, live preceptor development, and 75% of programs used commercially available online products. Nearly 40% of respondents collaborated with other schools or professional organizations to offer preceptor training. Only 29% of programs had specific requirements for pharmacists to maintain their active preceptor status. Seventy percent of respondents reported spending over $2500 and 39% over $5000 annually on preceptor development. Programs with the highest monetary investment (.$10,000/year) in preceptor development offered multiple venues (live and online) for preceptor training. Programs with significant personnel commitment ($0.5 FTE devoted to preceptor development) frequently had dedicated site visitors. Conclusion. Preceptor orientation programs at US schools of pharmacy are generally similar, but development programs vary significantly across the Academy. Highly invested programs featured live and online training or site visitors who provided individualized feedback or training. Future studies should explore the cost-effectiveness of program options and their impact on preceptor learning and behaviors.

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Section: Discussionmentioning

confidence: 99%

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

O’Sullivan

Cox

Darbishire

et al. 2020

American Journal of Pharmaceutical Education

Self Cite

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“…While limited literature is available regarding residency program and pharmacy education perspectives, the viewpoints of institutional administrators have not been adequately explored. [7][8][9][10][11] When surveyed, RPDs and health-system personnel identified a need for more resources for preceptor development. 7 Additional teaching challenges include insufficient time, difficulty balancing precepting and workload responsibilities, inability to provide effective feedback and perform evaluations, and insufficient assistance to manage challenging learner situations.…”

Section: Introductionmentioning

confidence: 99%

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

Williams

Wolcott

Minshew

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on:(1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example responses from these groups included challenging teaching and learning situations, difficulty self-assessing teaching ability, and increasing institutional demands, respectively. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments. Conclusion.Preceptors face numerous teaching challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.

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“…Countries such as the USA, Qatar and Australia have established tutor training programmes. It has been postulated that effective training programmes not only increase tutors’ efficiency and confidence in assessing students and nurturing their skills, but also tutor retention .…”

Section: Discussionmentioning

confidence: 99%

“…[13,25,35] It is, however, imperative that tutors are provided with sufficient training and support to ensure the quality of the tutoring delivered to students, and enable them to tutor students effectively. [26,36] Countries such as the USA, [21,[37][38][39][40] Qatar [36] and Australia [26] have established tutor training programmes. It has been postulated that effective training programmes not only increase tutors' efficiency and confidence in assessing students and nurturing their skills, but also tutor retention.…”

Section: Tutors and Placement Sitesmentioning

confidence: 99%

Nationwide survey of experiential learning in MPharm programmes in UK Universities

Jacob

Boyter

2019

International Journal of Pharmacy Practice

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Objectives To determine the current structure of experiential learning (EL) in Master of Pharmacy (MPharm) programmes in UK universities, and assess how they meet the standards specified by the General Pharmaceutical Council. Methods A cross‐sectional survey of staff in charge of EL in MPharm programmes was conducted, utilising a 31‐item online survey, consisting of both open‐ended and close‐ended questions. Variables of interest were administrative aspects and structure of the EL component, tutor issues and placement sites. To pinpoint the challenges faced with EL, the Relative Importance Index (RII) was calculated. Key findings Twenty (66.7%) universities responded. EL coordinators were mostly academic/teaching fellows (19) and spent 0.29 ± 0.31 full‐time equivalents on coordination. Tutors completed training annually in 53.8% of universities, with topics focusing on placement structure (85.7%) and requirements (78.6%). Total placement hours in all practice sites over the 4 years of study ranged from 54 to 496 h, and included hospitals, community pharmacies, hospices, prisons and nursing homes. The three biggest challenges faced with regard to EL were in obtaining/retaining hospital placements (1st), financial support (2nd) and quality assurance (QA) of tutors (3rd). Conclusions While there has been an increase in the variety of placement sites and hours since the last survey in 2003, universities face challenges in terms of staffing and obtaining placement sites. There are also gaps in tutor training. More standardisation and regulation of the QA of the EL programme, placement sites and tutors is needed to ensure students obtain the most out of their placements.

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National preceptor development program (PDP) prototype. The third of a 3-part series

Cited by 16 publications

References 2 publications

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

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

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

Nationwide survey of experiential learning in MPharm programmes in UK Universities

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