Third-Party Onboarding Organizations as Gatekeepers for Student Placement Decisions

Danielson, Jennifer; Kraus, Courtney L.; Jefferson, Curtis G.; Cleven, Anita J.; Rice, Luke; O’Sullivan, Teresa A.

doi:10.5688/ajpe6275

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…Taking it a step further, perhaps in an effort to decrease administrative burden, some programs in pharmaceutical education have used third parties to not only onboard students but also to acquire clinical education experiences, request placement offers and/or place students. 26 The PPTF also found examples of third-party onboarding in PT and physical therapist assistant (PTA) clinical education. This is controversial in part because of the expense associated with hiring the third party.…”

Section: Background and Purposementioning

confidence: 99%

Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Rindflesch

Flom-Meland

McCallum

et al. 2021

JOPTE

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Background and Purpose.The Placement Process Task Force (PPTF), a combined effort of the Clinical Education Special Interest Group and the National Consortium of Clinical Educators, has developed recommendations for the placement process of students in full-time clinical education experiences following data collection from stakeholders. The PPTF submitted a report to both boards and highlights its methods and rationale for the recommendations here.Position and Rationale.To reduce variability and administrative burden shared among stakeholders, there should be a common definition of the process. Additionally, a common clinical calendar should be developed and adopted with accepted deadlines for placement requests, offer acceptance, offer release, student assignment, and onboarding requirements. Training should be required for new directors of clinical education (DCEs) and site coordinators of clinical education (SCCEs) to initiate them to the common calendar. Only the DCE/ACCE or employed members of the DCE/ACCE team should be responsible for securing clinical education placement offers. Adoption of these recommendations will allow progress toward the goal of reducing administrative burden with the potential of creating opportunities for DCEs and SCCEs to participate in the advancement of clinical education development and scholarship.Discussion and Conclusion.The current variability of placement processes commonly used in full-time clinical education has negative effects on SCCEs and clinics, DCEs and academic programs, and students. Reducing variability and administrative burden can result in additional productivity of stakeholders for tasks, such as clinical instructor development, student development, and clinical education research.

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Section: Background and Purposementioning

confidence: 99%

Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Rindflesch

Flom-Meland

McCallum

et al. 2021

JOPTE

View full text Add to dashboard Cite

show abstract

“…An experiential education site coordinator can serve as a liaison between the site and the C/SOP and be very helpful in coordinating student and preceptor schedules at the institution to ensure the best use of resources to accomplish student training and patient care activities in addition to facilitating student onboarding, preceptor training, and affiliation agreements between the C/SOP and the practice site 70,78 . The Joint Commission standards require that health care systems' human resources departments treat students as employees, which leads to more complex and time‐consuming paperwork and onboarding requirements 79 . The site coordinator can ensure that all site requirements (ie, occupational health, human resources, information technology) are completed appropriately before the rotation begins.…”

Section: Management and Administration Of The Experiential Programmentioning

confidence: 99%

Striving for excellence in experiential education

Boyce

Harris

Bingham

et al. 2020

J Am Coll Clin Pharm

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High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacy-related roles and responsibilities, including lifelong learning and professional development. The 2019 Educational Affairs Committee A, an ACCP standing committee, was charged to review and update the 2008 ACCP white paper and position statement on quality experiential education. The main objective of this white paper is to provide colleges and schools of pharmacy (C/SOPs) and affiliated partners in experiential education with practices expected to assist in achieving excellence in experiential education and fulfilling the goal of developing fully competent practice-and team-ready pharmacy graduates. K E Y W O R D Sclinical pharmacist, experiential education, preceptors

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“…An experiential education site coordinator can serve as a liaison between the site and the C/SOP regarding student scheduling, onboarding requirements and processes, preceptor training, and affiliation agreements between the C/SOP and the practice site 24‐26 . Geographic region collaboration through a consortium to more tightly coordinate shared preceptors and sites is encouraged.…”

Section: Management and Administration Of The Experiential Programmentioning

confidence: 99%

Striving for excellence in experiential education

Boyce

Harris

Bingham

et al. 2020

J Am Coll Clin Pharm

View full text Add to dashboard Cite

These updates to the college's 2008 white paper and position statement on quality experiential education were undertaken to support colleges and schools of pharmacy (C/SOPs) in providing high-quality experiential education and to reflect the changes in accreditation standards, core educational outcomes, interprofessional competencies, use of the entrustable professional activities (EPAs), and advances in higher education, pharmacy practice, and health care. 2-11 2 | OUTCOMES, PREPAREDNESS, AND READINESS The college endorses the educational outcomes from the 2016 Accreditation Council for Pharmacy Education (ACPE) accreditation standards (2016 ACPE Standards), the four domains of which are Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development. 4,6 Additional pertinent outcomes described in the 2016 ACPE Standards include the Pharmacists' Patient Care Process and interprofessional education (IPE). These educational outcomes should be progressively developed, integrated, and applied in the didactic and experiential components of the Pharm.D. curriculum and elements in the co-curriculum, with development culminating during the advanced pharmacy practice experiences (APPEs).The EPA statements, developed by the American Association of Colleges of Pharmacy (AACP), describe the essential activities and tasks that a professional must be able to perform without supervision. 9-11 The EPAs provide students with a clear picture of the core responsibilities and activities that pharmacists will be entrusted with, thereby increasing the relevance of the prerequisite instruction and foundational experiences. The college recommends that C/SOPs adopt the 15 AACP EPA core statements and provide instruction related to the EPAs as a whole throughout the curriculum. 9-11 This should include activities and assessments in both introductory pharmacy practice experiences (IPPEs) andAPPEs. Each C/SOP should establish setting-appropriate entrustment milestones and remediation plans for progression. The college recommends that each C/SOP determine the threshold level of entrustment expected before starting the APPEs and after successful completion of each year of the curriculum.The overarching goal of both the pre-APPE curriculum (didactic courses and IPPEs) and associated co-curricular experiences is to prepare students for APPEs. 4 C/SOPs should use multiple assessments of knowledge, skills, and behaviors in courses and program-based assessments to determine student preparedness for entering APPEs. 4,[12][13][14][15][16][17]

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Third-Party Onboarding Organizations as Gatekeepers for Student Placement Decisions

Cited by 3 publications

References 1 publication

Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Striving for excellence in experiential education

Striving for excellence in experiential education

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