Pharmacy Student and Preceptor Perceptions of Preceptor Teaching Behaviors

Objective. To evaluate hospital pharmacy preceptors' perceptions of preceptorship and to explore the factors that might influence their stress and satisfaction after joining the newly implemented six-year pharmacy program in South Korea. Methods.A nationwide, cross-sectional, self-administered online survey was conducted for preceptors at hospital pharmacy practice sites in 2015, using a 47-item survey instrument.Results. Among 601 preceptors in 63 hospital pharmacies, 395 preceptors from 36 hospitals responded to the survey (response rate: preceptor 65.7%; site 57.1%). Preceptors reported a high stress and PAP Manuscript A J P E A c c e p t e d D r a f t moderate role satisfaction and likelihood of continuing preceptorship. Workload was a major cause of stress and a barrier for continuing preceptorship, whereas improvement of professional knowledge and performance ability was considered the most important benefit and motivation of preceptorship.Monetary rewards were the most valuable incentive. Extra work hours used for precepting was a significant positive covariate for stress, while willingness to engage in preceptorship was a negative covariate for stress and positive covariate for satisfaction. Self-perceived assessments of preceptors' competencies showed moderate performance and, following an Importance-Performance Analysis (IPA), passion for teaching students and professional role model was identified as items in need of improvement.Conclusion. This study investigated relevant issues associated with preceptors under new experiential education. The findings will help to enhance the quality of hospital pharmacy experiential education.

Section: Introductionmentioning

confidence: 99%

Stress, Satisfaction, and Competency of Hospital Pharmacy Preceptors under the New Pharmacy Program in South Korea

Seo

Ryu

Lee

et al. 2018

“…3 Compared with feedback from student evaluations, preceptors overestimate their own performance, particularly in the areas of providing adequate student feedback and evaluation, suggesting a critical need for preceptor development programs. 4 In 2008, the American Pharmacists Association called for more standardization in the quality of experiential education and has identified preceptor training as a component of this standardization. 5 Quality of preceptor training influences the quality of experiential education.…”

Section: Introductionmentioning

confidence: 99%

Consortium-based Approach to an Online Preceptor Development Program

McDuffie

Duke

Stevenson

et al. 2011

Objective. To describe the implementation process of a consortium-based preceptor development program and to review completion and assessment data over the first 27 months. Design. Five 1-hour, Web-based preceptor development modules were developed using streaming media technologies. Modules were released using a password-protected Internet site and were free to consortium-affiliated preceptors. Preceptor's institutional affiliation, module completion dates, module assessments, and continuing education credits were recorded and made available to each institution. Assessment. Three hundred eighty-two preceptors completed 1489 modules. Fifty-six percent of preceptors were affiliated with more than 1 consortium institution. The number of participating preceptors per institution varied from 72 to 204. Sixty-five percent of preceptors completed all 5 modules. Preceptor satisfaction was high, with 93% agreeing with each course evaluation statement. Program cost per institution ranged from $12 to $35 per preceptor. Conclusions. A consortium-based approach to preceptor development is a convenient and effective means of providing required training.

“…11 As one study showed, pharmacy preceptors had a tendency to overestimate their skills related to teaching compared to student perceptions of their actual performance. 12 Likewise, these scores are based on preceptor perceptions and do not depict their actual level and quality of performance. The self-evaluation is not a validated measure of their competency.…”

Section: Discussionmentioning

confidence: 99%

Preceptors’ Self-Assessment of Their Ability to Perform the Learning Objectives of an Experiential Program

Paravattil

2012

Objective. To evaluate preceptors' perception of their ability to perform the Structured Practical Experiences in Pharmacy (SPEP) learning objectives through a self-assessment activity. Methods. A self-assessment instrument consisting of 28 learning objectives associated with clinic, community, and hospital pharmacy practice experiences were developed. Preceptors rated their performance ability for each of the learning objectives using a 3-point Likert scale. Results. Of the 116 preceptors, 89 (77%) completed the self-assessment survey instrument. The overall preceptor responses to the items on performance of the 28 SPEP learning objectives ranged from good to excellent. Years of experience, practice experience setting, and involvement as a SPEP or SPEP and PharmD preceptor had no influence on their self-reported capabilities. Conclusion. Most preceptors rated their ability to perform the learning objectives for the structured practical experiences in pharmacy as high. Competency areas requiring further preceptor development were identified.