Category: Professional Posters
Purpose: ASHP has developed and modified their accreditation standards to ensure the development and maintenance of high quality residency programs for pharmacists. The standards address the responsibilities of the program to the resident, design of the program, along with requirements for the residency sites. They also address the importance of preceptor professionalism and development. The opportunity to elevate our preceptor development program was identified during an ASHP site survey. A formalized program was developed which included program objectives, requirements, active learning activities, pre and posttests for all topics, and the creation of a Preceptor Development Handbook.
Methods: A formalized program was developed which included program objectives, requirements, active learning activities, pre and posttests for all topics, and the creation of a Preceptor Development Handbook. All chapters within the handbook are based off the ASHP Preceptor Playbook which provides videos and presentation handouts for each topic. In addition to this material, an active learning activity was developed for each topic accompanied by a pre and posttest assessing preceptor comfort and confidence with each objective. As the preceptor group gathers on a monthly basis, a new topic is covered from the program handbook. The handbook contains two years’ worth of material and will be revamped each two year cycle. The program objectives and requirements will also be reassessed based on ASHP requirements and preceptor feedback.
Results: Pharmacy preceptors were surveyed before and after each preceptor development session. A five-point Likert system questionnaire was used to specify pharmacists' level of agreement or disagreement. Each preceptor was provided with a pre-test and a post-test questionnaire at the preceptor development session. The questionnaire pre-test questions were answered before the lecture and the post-test questions were answered after the lecture. Each preceptor rated their current understanding on the subject matter compared to having knowledge of the subject matter after listening to the lecture. A total of twelve learning session questionnaires were evaluated. Each learning session showed improvement in test scores; however, all did not show a statistical significance. A paired T-Test was performed for each learning session by comparing the average score from the pre-tests to the average score from the post-tests. A statistically significant difference was identified among the individual lecture series results (P < 0.05). Additionally, an Independent sample t-test was performed overall from all twelve learning session answers. Again, the average score from the pre-tests and average score from the post-tests were compared. The overall result showed a statistically significant difference in improved understanding or utilization of new teaching methods discussed during the twelve session lecture series.
Conclusion: The results of this survey suggest that preceptor development is a valuable learning opportunity for pharmacy preceptors. Preceptor development programs can be a valuable asset to provide pharmacists with valuable teaching tools needed to improved teaching techniques. Offering learning sessions can provide the necessary training for pharmacists to become comfortable precepting during challenging situations. Pharmacists submitted written positive feedback regarding their learning experience. Those offering feedback recognized that the sessions helped to improve preceptor skills and teaching strategies. Continued use of the remaining learning sessions can help preceptors understand and mitigate various obstacles in teaching students and residents.