Katrina Mulherin1, Sheila Walter2, Craig D Cox3. 1. New Brunswick College of Pharmacists, Moncton, NB, Canada; Leslie Dan Faculty of Pharmacy, Toronto, ON, Canada. Electronic address: katrina.mulherin@utoronto.ca. 2. Faculty of Pharmacy & Pharmaceutical Sciences, 3-287, Edmonton Clinic Health Academy, 11405-87 Avenue, Edmonton, AB, Canada T6G 1C9. Electronic address: swalter@ualberta.ca. 3. Texas Tech University Health Sciences Center School of Pharmacy, 3601 4th Street STOP 8162, Lubbock, TX 79416, United States. Electronic address: craig.cox@ttuhsc.edu.
Abstract
INTRODUCTION: Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. METHODS: A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed. The research team performed an integrated analysis of all data to achieve the objectives of Priority #3. RESULTS: Fifteen formal interviews, 167 articles and two stakeholder meetings informed findings. Experiential Education programs exhibited commonality in content and usually delivered programs online using modules or live lectures. Not all programs required preceptor education despite it being mandated by academic accreditors. Academics' perceptions varied regarding pharmacists' baseline knowledge, skills and attitudes prior to engaging in the preceptor role. A national approach to a PDP was desired if jurisdictional content was accommodated. Copious interprofessional literature of generally fair quality did not identify superior preceptor development approaches although there were numerous descriptions of interventions. Only 29 articles measured educational outcomes. Outcomes included satisfaction rates, self-efficacy and perceived knowledge, skill retention, skill implementation and participation rates. DISCUSSION AND CONCLUSIONS: Twelve recommendations were identified to guide successful development of a national PDP. In the absence of good evidence, adult educational theory provided a basis for an effective PDP. Findings from Priority #3 may be relevant not only to pharmacy in Canada but other health professions and counterparts in other western nations with similar approaches to professional education.
INTRODUCTION: Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. METHODS: A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed. The research team performed an integrated analysis of all data to achieve the objectives of Priority #3. RESULTS: Fifteen formal interviews, 167 articles and two stakeholder meetings informed findings. Experiential Education programs exhibited commonality in content and usually delivered programs online using modules or live lectures. Not all programs required preceptor education despite it being mandated by academic accreditors. Academics' perceptions varied regarding pharmacists' baseline knowledge, skills and attitudes prior to engaging in the preceptor role. A national approach to a PDP was desired if jurisdictional content was accommodated. Copious interprofessional literature of generally fair quality did not identify superior preceptor development approaches although there were numerous descriptions of interventions. Only 29 articles measured educational outcomes. Outcomes included satisfaction rates, self-efficacy and perceived knowledge, skill retention, skill implementation and participation rates. DISCUSSION AND CONCLUSIONS: Twelve recommendations were identified to guide successful development of a national PDP. In the absence of good evidence, adult educational theory provided a basis for an effective PDP. Findings from Priority #3 may be relevant not only to pharmacy in Canada but other health professions and counterparts in other western nations with similar approaches to professional education.
Authors: Teresa A O'Sullivan; Craig D Cox; Patricia Darbishire; Melissa M Dinkins; Erin L Johanson; Andrea Joseph; Susan Vos Journal: Am J Pharm Educ Date: 2020-02 Impact factor: 2.047
Authors: Charlene R Williams; Michael D Wolcott; Lana M Minshew; Austin Bentley; Lorin Bell Journal: Am J Pharm Educ Date: 2021-07-22 Impact factor: 2.047