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