Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer Pharmacy Preceptors

Husson University School of Pharmacy, One College Circle, Bangor, ME, USA.
American journal of pharmaceutical education (Impact Factor: 1.08). 08/2012; 76(6):S4. DOI: 10.5688/ajpe766S4
Source: PubMed
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Available from: Kristopher Harrell, Mar 18, 2014
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    ABSTRACT: Feedback is consistently recognized as essential for growth and development of both students and residents in experiential teaching. Providing adequate feedback remains a persistent challenge for preceptors in both outpatient and ambulatory care practice environments. These practice settings are characterized by a variety of factors that may negatively affect preceptors’ abilities to provide meaningful feedback, including immediate patient care needs and unpredictable patient cases in an often fast-paced practice environment. Additionally, learners in these environments have high visibility within these practices due to an emphasis on direct patient care and interprofessional provider interactions.
    No preview · Article · Feb 2015 · Currents in Pharmacy Teaching and Learning
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    ABSTRACT: Purpose: To pilot test an objective structured teaching exercise (OSTE) to determine its feasibility and acceptability as a preceptor development method. Methods: Phase I: A comprehensive training needs analysis was conducted. Data from a survey of pharmacy practice preceptors as well as students' evaluations of preceptors were analyzed using qualitative and descriptive methods. Preceptor training needs amenable to the OSTE format were identified. Phase II: Three OSTE cases were developed. A pre/post-OSTE survey measured preceptor reaction to the method and preceptor performance on each OSTE case was observed. Welch's t-test was used to assess the differences between mean responses of preceptors on the pre/post-OSTE survey. Results: Phase I: Needs analysis suggested that preceptors needed more training when communicating feedback to learners in three situations: (1) a poor or failing evaluation, (2) an observed patient encounter involving an over-the-counter recommendation, and (3) an observed patient counseling session regarding metered-dose inhaler use. In all, 15 preceptors participated in the OSTE. Preceptor confidence in performing the skills practiced during the OSTE significantly improved. Preceptors reported that OSTE is an effective method to enhance feedback skills. Conclusion: OSTE is an effective and well-received method for training pharmacy preceptors.
    Full-text · Article · Jul 2015 · Currents in Pharmacy Teaching and Learning