National Survey of Volunteer Pharmacy Preceptors (original) (raw)
Related papers
2016
Objectives: To survey volunteer pharmacy preceptors regarding experiential education and determine whether differences in responses relate to such factors as geographic region, practice setting, and population density. Methods: An online survey was sent to 4396 volunteer experiential preceptors. The survey consisted of 41 questions asking the preceptor to comment on the experiential education environment. Experiential education administrators from 9 schools of pharmacy administered the survey to their volunteer preceptors in all regions (Northeast, Midwest, South, and West) of the United States, in various pharmacy practice settings, and areas of differing population densities. Results: A total of 1163 (26.5%) preceptors responded. Regionally, preceptors in the West disagreed more than those in the Midwest and the South that they had enough time to spend with students to provide a quality experience and also required compensation less often than their counterparts in the Northeast a...
A Descriptive Profile of the Volunteer Preceptors in a Doctor of Pharmacy Program
Journal of Pharmacy Teaching, 1995
Volunteer preceptors are essential to the experiential component of pharmacy education. As the need for experiential training increases, the need for clinical faculty and preceptors can also be expected to grow. The USC School of Pharmacy depends on more than 500 volunteer preceptors at over 200 sites for experiential teaching. The magnitude of their contribution to the teaching program has stimulated the School of Pharmacy to become involved in preceptor development. A survey was designed to explore the teaching practices, attitudes, and factors motivating these preceptors to participate in the program. The survey was distributed by mail to all volunteer preceptors. Significant findings include: (i) preceptors are motivated by personal satisfaction and a desire to contribute to the school and the profession; (ii) verbal communication skills, common sense, problem-solving abilities and profession attitude are perceived by preceptors as important predictors of student performance;
Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education
The Canadian Journal of Hospital Pharmacy, 2021
Background: The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described. Objective: To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies. Methods: An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used. Results: Forty-nine participants completed the survey from the preceptor’s perspective, 12 from the learner’s perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% ...
National Survey of Volunteer Preceptors
Objectives. To survey pharmacy preceptors regarding experiential education and determine the implications of the findings on colleges and schools of pharmacy. Methods. An online survey was sent to 4,396 experiential sites. The survey instrument consisted of 41 questions regarding the experiential education environment from the preceptor's perspective (eg, experiential load, time-quality issues, compensation, etc). Results. One thousand one hundred sixty-three preceptors responded (26.5%) to the survey. Concerning experiential load, 73% took 2 or more students in the past year and almost half of the sites had to turn placements away. Nearly all preceptors felt that the more time they spent with students, the higher quality the experience, and 20% felt they didn't have enough time to provide a quality experience. Thirty-six percent of respondents chose monetary stipend as the form of compensation they valued most. Conclusions. This study provides insights into the issues that concern volunteer preceptors and the findings could be used to enhance the quality of experiential education in pharmacy.
PHARMACY PRACTICE EXPERIENTIAL PROGRAMS IN THE CONTEXT OF CLINICAL EDUCATION Original Article
International Journal of Pharmacy and Pharmaceutical Sciences, 2017
Objective: To identify studies describing and/or assessing pharmacy practice experiential programs focusing on clinical education. Methods: A systematic literature review was carried out. The databases searched included Lilacs, Medline/Pubmed, Eric and Scopus. The search strategy was devised based on a combination of subject headings related to pharmacy practice experiential programs, pharmacy education, and clinical practice in pharmacy. Two reviewers independently performed article selection, applying eligibility criteria defined. The level of agreement between the reviewers (Kappa coefficient) was calculated. Information about the clinical practice and settings used, description of pharmacy practice experiential model and type of evaluation study performed was collected from the articles selected using a pre structured form. Results: Of the 474 items retrieved in the initial search, 31 articles met the eligibility criteria. An increase in the number of publications in the 2000s was noted, predominantly (n=22, 71.0%) from North America. Pharmaceutical care was the most commonly used term to denote clinical practice in pharmacy. The practice sites ranged from hospitals (n=13, 41.9%), outpatient clinics (n=12, 38.7%), community pharmacies (n=7, 22.6%) and other community institutions (n=10, 32.3%), whereas some experiences involved a combination of these settings. The most common organizational arrangement involved pharmacists from the healthcare service as preceptors supervising students in the field, and teachers as educators, tutors and researchers within universities. In some situations, however, teachers and more advanced students acted as preceptors. Educational outcomes and/or results related to the service delivered by students and preceptors were assessed, where the quantitative method was the most frequently employed approach in both cases. Conclusion: The studies revealed that the partnership among university, health services and community is a promising initiative for improving the quality of pharmaceutical services offered to society and of pharmaceutical education.
American Journal of Health-System Pharmacy, 2008
Purpose. Current hospital and health-system participation in and the future capacity for experiential education for pharmacy students was investigated. Methods. An online survey of ASHP members identified as U.S. pharmacy directors was conducted to assess their current and future involvement in partnering with colleges and schools to meet the experiential education requirements for doctor of pharmacy students and the current status of the student learning experiences. Questionnaire items examined the factors on which expanded involvement in experiential education would depend, the nature of support provided by colleges and schools, the types of experiences available for students, respondents' perceptions of factors influencing the quality of experiential education, the value of experiential education to the sites, respondents' challenges and concerns about experiential education, and respondents' current capacity and projections for introductory and advanced experiences through 2012. Results. Data from 549 respondents were analyzed. Most respondents indicated that they had conducted advanced experiences for their 2007 graduates and anticipated that they would continue to do so. Among the top challenges identified regarding advanced experiences were concerns about time to serve and be trained as preceptors and a lack of standardization and coordination among colleges and schools. Hospitals forecasting their future capacity to accommodate students indicated that their projections were highly dependent on the number of pharmacists at their hospitals. Many respondents noted that their capacity projections were tied to their ability to expand clinical services at their hospitals. Conclusion. A survey of pharmacy directors suggested an ability of U.S. hospitals to conduct advanced experiential education opportunities for pharmacy students through 2012 and to expand introductory experiences.
American Journal of Pharmaceutical Education, 2012
According to the Bylaws of AACP, the Professional Affairs Committee is to study: issues associated with the professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commission, or other groups.
Currents in Pharmacy Teaching and Learning, 2013
Objective: To evaluate the quality of activities rendered through the service and education domains of Butler University Community Outreach Pharmacy's (BUCOP) mission statement. Methods: Anonymous evaluations of service and education amongst patients receiving prescriptions from BUCOP and student-pharmacists volunteering at BUCOP were performed respectively. Patient's confidence in students' ability to render retail-based pharmaceutical care was assessed via a questionnaire. A student questionnaire solicited feedback on pharmacy practice experiences (PPE) obtained through BUCOP volunteering. Descriptive statistics are reported where appropriate. Responses are reported as likelihood ratios (Chi-squared).