Embed Size (px)
Citation preview
A Whole New World The Transition from Student to
Preceptor
Ashley Ramp, PharmD, MEdAlly Hiznay, PharmD, BCPS
Objectives
Identify the skills necessary to evolve into an effective preceptor by employing the
“BECOME” acronym and formulating responses to complex preceptor situations
Utilize effective summative and formative assessment tools in evaluating student
performance
Develop a preceptor development plan
Outline I. The Foundations of Teaching/Learning
I. The science of learning
II. Importance of assessment
II. The Foundations of precepting
I. BECOME model
III. Challenges of the New Preceptor
I. The line between friend/preceptor
II. Student evaluations/reactions
IV. Preceptor Development Plan
The Basics of Teaching and Learning
A Teacher?!?
Learning Styles1,2
There are well over 80 systems to identify “learning styles”
The science says that the “one style per person” classification is not accurate,
nor does it provide better outcomes.
Utilizing multiple methods is a much more effective way of instructing.
Styles do however give a framework for different types of instruction methods
that can help us reach a diverse student population.
Stages of Learning3
Learning Objectives3,4
Objectives (learning goals) are important to establish
In a teacher/student relationship they help the student to understand the
purpose of the interchange.
Both teachers and students benefit
Organized objectives ensure:
Planned and appropriate instruction
Instruction and assessment are aligned
Objectives make assessment easier on the teacher
Learning Objectives
Productive learning objectives:
• Are Student- Centered
• Break Down the Task and are Specific
• Utilize Action Verbs
• Can be Measured
Student Evaluation5
Formative and Summative assessment are both required to give adequate
feedback to students.
Formative Assessment
To gather feedback, used as a tool to guide ongoing learning, an informal measure of a student’s knowledge
● Asking a student what the “take home message” of the day was
● Submitting an outline of a presentation
Summative Assessment
To measure success in achieving learning objectives, usually used as a formal measure of student’s knowledge
● Midpoint, Final Evaluations ● Evaluations of case presentations/
journal clubs
Student Evaluation
Do not let personal feelings get in the way of a true evaluation of student
knowledge
Utilize tools such as rubrics and or checklists as an aide
Give “ways to improve” in addition to “grading” students
Remember, not all students will do or act as you would
The Basics of Precepting
How does one BECOME a Preceptor?
Balancing responsibilities
Effective role modeling
Communication
Observation
Motivation
Evaluation
How does one BECOME a Preceptor?
Balancing responsibilities
Effective role modeling
Communication
Observation
Motivation
Evaluation
Focus on the preceptor
How does one BECOME a Preceptor?
Balancing responsibilities
Effective role modeling
Communication
Observation
Motivation
Evaluation
Focus on relationship with students
Balancing Responsibilities
Clinical/ Staffing Responsibilities Preceptor Responsibilities
Order entry
Verifying orders
Answering phones
D.I questions
Patient education
Consults
Daily goals
Orientation
Training
Mid-point evaluation
Daily evaluation
Reviewing projects
Evaluating presentations
Daily goals
Balancing Responsibilities
Clinical/ Staffing Responsibilities Preceptor Responsibilities
Order entry
Verifying orders
Answering phones
D.I questions
Patient education
Consults
Daily goals
Orientation
Training
Mid-point evaluation
Daily evaluation
Reviewing projects
Evaluating presentations
Daily goals
Balancing Responsibilities
Clinical/ Staffing Responsibilities Preceptor Responsibilities
Order entry
Verifying orders
Answering phones
D.I questions
Patient education
Consults
Meet goals
Orientation
Training
Mid-point evaluation
Daily evaluation
Reviewing projects
Evaluating presentations
Meet goals
Effective Role Modeling
Effective Role Modeling 6,7
Enthusiasm
Professionalism
Attitude
Organization
Communication● Before first day
● Basic expectations (syllabus, orientation)
○ Start Times
○ Deadlines
○ Daily activities
○ Projects
● Feedback
○ Midpoint evaluation
○ Daily/weekly evaluation
○ Correct problems as they come up
Observation 8, 9
Facilitating
Coaching
Modeling
Direct instruction
Foundation Skills and Knowledge
Practical Application
Culminating Integration
Preceptor's Role (ASHP) Stages of Learning
Motivation
● Intrinsic vs. extrinsic motivation
○ Students will have differing levels of self-motivation
● Serve as a role model
● Provide students with feedback
● Use constructive criticism and encouragement
● Make students part of the team
● Help build confidence
Evaluation
● Final evaluation
● Mid-point evaluation
● Frequency of feedback
○ Daily, weekly, formal evaluations
● Written and verbal evaluation
● School format
Challenges of the New Preceptor
The Line Between Friend and Preceptor
• Proximity in age
• Same school of pharmacy
• Same interests
• Reflection on your own experiential rotations
• Fear of being the “Horrible Preceptor”
The Line Between Friend and Preceptor
• Make expectations clear from the beginning
• Fears and concern of your own performance
• EARLY INTERVENTION
• key to helping students with deficiencies (either clinically or professionally)
Student Reactions to Critical Feedback
• Acknowledge the student’s reaction
• Offer possibility of resuming feedback session at a later time
o DO NOT avoid continuing the session
• Lead with the positive
• Utilize tools/suggestions for improvement
Formulating a Preceptor Development Plan
As with all things a plan to improvement is necessary to measure success
The worksheet before you will help you work through your strengths and
weaknesses as preceptor and reflect on how you can improve
Additional Resources
• ASHP Preceptor Toolkit o http://www.ashp.org/menu/MemberCenter/SectionsForums/SICP/Resources/ASHPPreceptorsToolKit.asp
• Pharmacist Letter Preceptor Training & Resource Network o http://pharmacistsletter.therapeuticresearch.com
• APhA o http://www.pharmacist.com/apha-advanced-preceptor-training
• Pharmacy Schoolso http://www.neomed.edu/academics/pharmacy/departments/pharmacypractice/preceptorinformation/pr
eceptor-resources/the-effective-preceptor.pdf
o http://www.onu.edu/pharmacy/experiential_program/preceptor
References1. Coffield F, Moseley D, Hall E, Ecclestone K. Learning styles and pedagogy in post-16 learning, A systematic and critical review, 2004, London: Learning
and Skills Research Centre.
2. Pashler H, McDaniel M, Rohrer D, Bjork, R. Learning styles: Concepts and evidence. Psychological Science in the Public Interest. 2008; 9(3): 103-119.
3. Anderson LW, Bloom BS, Krathwohl DR et al. Krathwohl. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of
Educational Objectives, 2013, New York, NY; Longman.
4. Marzano RJ. Designing and Teaching Learning Goals and Objectives: Classroom Strategies That Work, 2009, New York, NY; Marzano Research
Laboratory.
5. Baxter A. Evaluating Your Students, a Handbook for Teachers, 2009, Richmond, VA; Richmond Publishers.
6. Cuellar LM, Ginsburg DB, Eds. Preceptor’s Handbook for Pharmacists, 2009, Bethesda, MD: American Society of Health-System Pharmacists, Inc.
7. The effective Preceptor. Northeast Ohio Medical University. Availble from:
http://www.neomed.edu/academics/pharmacy/departments/pharmacypractice/preceptorinformation/preceptor-resources/the-effective-preceptor.pdf
8. Nimmo CM. Developing training materials and programs: facilitating learning in staff development. In: Nimmo CM, Guerrero R, Greene SA et al., eds. Staff
development for pharmacy practice. Bethesda, MD: American Society of Health-System Pharmacists; 2000:119-31.
9. Nimmo CM. Developing training materials and programs: facilitating learning in staff development. In: Nimmo CM, Guerrero R, Greene SA, Taylor JT, eds.
Staff development for pharmacy practice. Bethesda, MD: ASHP; 2000
