GIVING BACK: BECOMING A PRECEPTOR

Mate M. Soric, PharmD, BCPS

CASE

T.H. is a newly licensed pharmacist with an interest in teaching pharmacy students. He practices in a busy community pharmacy and has taken on the responsibility of building the store’s medication therapy management services. With all of his new responsibility, he is nervous about how he can spend enough time with the students to provide a worthwhile learning experience.

WHY IT’S ESSENTIAL

The experiential education that is required of all pharmacy students represents a great opportunity to learn what it takes to become an effective pharmacy practitioner. By putting into practice the didactic knowledge obtained in pharmacy school, experiential education reinforces core competencies and allows students to bear the fruit of their hard work in the curriculum by improving patient satisfaction and outcomes. Unfortunately, the experiential system also represents a complicated challenge to institutions everywhere. To preserve this vital proving ground for future pharmacists, a steady stream of pharmacists must be willing to sacrifice their own time and effort to become preceptors. Making this hurdle even more difficult to overcome, the number of students that require experiential education has never been higher. Identifying, recruiting, training, and assessing pharmacy preceptors is a daunting responsibility that requires the dedication and perseverance of numerous experiential program directors and the generosity of pharmacy practitioners.

There are many reasons for becoming a preceptor. Some pharmacists feel that precepting students provides greater job satisfaction. Others feel that the simple act of teaching is a sure-fire way to maintain their own knowledge base through repetition and review of common topics. Still others choose preceptorship as a means to expand the services that they can offer and the number of patients they can reach. Regardless of the reasons it is chosen, becoming a preceptor can be considered a professional duty as it maintains the supply of well-trained pharmacists for future generations. Those that donate their energy to the cause can be certain that they will have a positive impact on their patients and their profession.

CASE QUESTION

What are some of the benefits that T.H. can reap by precepting pharmacy students in his practice? What are the benefits to the pharmacy profession?

The transition from student to preceptor often can be difficult. Many feel as though their didactic education never provided the necessary building blocks to design, implement, and assess a learning experience for pharmacy students. This chapter serves as a starting point for new pharmacists wishing to give back and will help pharmacy students understand the preparation and time commitment of their preceptors.

DESIGNING A ROTATION

The design of a rotation begins by identifying potential learning experiences. To aid in the identification of these experiences, colleges and schools of pharmacy tend to outline specific goals for their students. These goals are an excellent starting point when designing a rotation. Matching learning experiences to the goals they will address can give structure and meaning to an otherwise unorganized collection of tasks.

QUICK TIP

If the college of pharmacy does not provide goals to help structure the rotation, the evaluation rubrics used to assess students may serve a similar purpose.

Many potential preceptors spend a great deal of time trying to identify learning experiences that they deem “acceptable” for student participation. In general, however, most of the daily activities of a pharmacist can be of some value. Tasks that might seem dull and uninteresting to the typical pharmacist, such as meeting attendance, monograph write-ups, or scheduling, all require skills that must be taught to students. The key is incorporating a wide variety of experiences that allow students to appreciate the role of the pharmacist at the practice site while providing the preceptor with opportunities to assess student progress.

An objective look at one’s daily schedule will allow potential preceptors to put together a rough outline of the dates and times that the students will be involved directly with the preceptor. Depending on the schedule and practice setting, the amount of time spent with students will vary. Many preceptors identify other individuals within their practice who can serve as secondary preceptors. These individuals may be pharmacists, technicians, or other healthcare providers who can provide additional experiences to students. Although the use of secondary preceptors should be minimized, an alternative point of view can be a refreshing change of pace that brings additional value to the learning experience.

CASE QUESTION

What kinds of secondary preceptors might be available to T.H. and his pharmacy students?

To fill any remaining gaps in the rotation, students may be given assignments to complete on their own time, both on-site when a preceptor is unavailable and as homework. Common assignments include journal clubs, case presentations, new drug updates, formulary monographs, and drug information questions. These assignments should be used not only as learning opportunities for students but also as ways to improve pharmacy practice for the site. Assignments should be chosen that apply to the preceptor’s practice. When presentations are given, continuing education credits can be offered to other healthcare providers who attend. When true clinical controversies are identified, students can perform literature searches in an attempt to establish institutional practices. Students can be used as catalysts for change in formulary management, as cost-saving initiatives, or as the extra help needed to get a new service off the ground.

CASE QUESTION

T.H. has been tasked with establishing a new medication therapy management service for his pharmacy. In addition to the daily tasks already scheduled, how can T.H. utilize his students to build the new service?

The last component of the student schedule is the time dedicated to feedback and assessment. It is vital that students receive timely, specific feedback to improve their pharmacy practice skills. Ideally, informal feedback can be given on a daily basis. Realistically, however, this may be difficult to achieve. For this reason, preceptors should set aside some time each week to discuss student progress toward rotation goals. Although midpoint evaluations are often optional, a formal assessment midway through the rotation should also be scheduled, especially when students are not performing as expected.

WRITING A SYLLABUS

Most students find a written syllabus to be very helpful when beginning a rotation. These documents contain important information about logistical issues (parking, lockers, start times), materials to review prior to starting the rotation, and the types of activities that will make up the bulk of the rotation. Providing the students with a written syllabus before they arrive for the first day of the rotation will give them ample time to review the details contained within and be better prepared for the experience.

Contact Information

Located near the top of the document, the preceptor’s name, title, and contact information should be prominently displayed. It is helpful to include a variety of methods of contact, such as e-mail, office phone, pager, and, if the preceptor is comfortable sharing it, personal or cell phone. By including various methods of contact, there is a diminished chance for missed messages and poor communication.

Logistical Concerns

The logistical issues of parking, start date, and arrival time may be addressed next. Many preceptors find it useful to include maps of their facilities to indicate ideal locations to park, preferred building entrances, and location of the desired meeting place. This section may also include a discussion of meal options for students in the area (cafeteria, local restaurants, or where to store packed lunches).

Goals and Objectives

Next, the rotation’s specific goals and objectives should be clearly explained. Again, these goals may be dictated by the individual program or created by the preceptor. If supplied, they may simply be adapted from the preceptor’s manual provided by the college or school of pharmacy. By including the outcomes anticipated, students have a better understanding of what to expect going into the learning experience.

Activities and Assignments

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