Bridget Paravattil1. 1. College of Pharmacy, Qatar University, Doha, Qatar. bridgetj@qu.edu.qa
Abstract
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.
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.
Keywords:
experiential education; preceptor; preceptor development
Authors: Krystal K Haase; Maureen A Smythe; Patricia L Orlando; Beth H Resman-Targoff; Lisa S Smith; Sheryl J Herner; S Dee Melnyk; Nicole M Paolini; Kalen B Porter; Phillip T Rodgers; Avery L Spunt Journal: Pharmacotherapy Date: 2008-12 Impact factor: 4.705
Authors: Cathy L Worrall; Daniel S Aistrope; Elizabeth A Cardello; Katrin S Fulginiti; Ronald P Jordan; Steven J Martin; Kyle McGrath; Sharon K Park; Brian Shepler; Karen Whalen; Lynette R Bradley-Baker Journal: Am J Pharm Educ Date: 2016-11-25 Impact factor: 2.047