maximize your preceptor interaction! strategies for precepting different level learners natalie r....
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Maximize Your Preceptor Interaction!
Strategies for Precepting Different Level Learners
Natalie R. Buening, PharmD, BCPSHealth Sciences Assistant Clinical ProfessorDirector – South Bay Experiential Program
University of California, San FranciscoSchool of Pharmacy
Disclosure
The speaker has no actual or potential Conflict of Interest in relation to this presentation.
Discuss current pharmacy preceptor demand
Review differences between precepting student vs. resident learners
List advantages and challenges of precepting different level learners
Discuss approaches to effectively precept different level learners
Learning Objectives
Demand/residency program design
ASHP requirements
Lack of literature
Real differences
Advantages
Challenges
Why?
Numbers
Expectations◦ Present◦ Future
Experiences
Practice models
Demand
Brown DL. Am J Pharm Educ. 2013;77(5):Article 90Smith KM et al. Pharmacotherapy. 2010;30(12): 490e – 510e
ASHP. Am J Health Syst Pharm. 2007;64(12):1320-30
Discuss with your neighbor some key differences between student and resident learners in regards to career paths, interaction with preceptors, training locations, etc.
Think – Pair – Share
DifferencesStudents ResidentsWide variety of career paths, interests and abilities
Higher performers, career goals that match the practice site
Volume of preceptors that lack connection
Smaller group of colleague preceptors
Geographic spread Same practice setting
Competing expectations Focused training program
Volunteer vs. fee - for - service Incorporated in job responsibilities
Smith KA. Accessed 6/10/15 http://www.ashp.org/Doclibrary/MemberCenter/Webinars/ASHP-Residency-Preceptors-Webinar.aspx
Preceptor◦ Experience◦ Multiple precepting roles◦ Multiple interactions
Learner◦ Experience◦ Collaboration◦ Connection◦ Interactive learning◦ Feedback
Advantages
Schwenk TL. Accessed 6/10/15 www.crlt.umich.edu/publinks/occ1.pdfPinder-Grover T and Groscurth CR. Accessed 6/10/15 http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no26.pdf
Preceptor◦ Time◦ Multiple learning styles◦ Multiple goals/objectives◦ Less structured learning environment
Learner◦ Mismatched learners◦ Mismatched learning styles◦ Multiple goals/objectives◦ Multiple preceptors◦ Less structured learning environment
Challenges
Schwenk TL. Accessed 6/10/15 www.crlt.umich.edu/publinks/occ1.pdfPinder-Grover T and Groscurth CR. Accessed 6/10/15 http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no26.pdf
Discuss with your neighbor different approaches to address the challenges of precepting different level learners simultaneously.
Think – Pair – Share
Analyze situational Factors
Develop activities for specific goals and objectives
Plan feedback and evaluation
Plan interactive learning activities
Check for alignment of all components of the learning experience
Evaluate the experience and make changes
Solutions
Collins J. RadioGraphics 2007;27:1511-1517
Learner pre-rotation evaluation form
Goal sheet
Learner portfolio review
Learning style evaluations/preceptor development topic
Analyze Situational Factors - Learner
Collins J. RadioGraphics 2007;27:1511-1517
Rotation syllabi
Targeted rotation expectations
Future strategy: preceptor teaching philosophy
Analyze Situational Factors - Preceptor
Collins J. RadioGraphics 2007;27:1511-1517
Activities for Goals and Objectives Focus
◦ Goal: global learning outcome
◦ Objective: learner performance
◦ Activity: learner exercise
Strategies◦ School of pharmacy competencies/expectations
◦ Assign specific goals, objectives and activities for each rotation experience
◦ Development plans
ASHP. Accessed 9/9/15. http://www.ashp.org/doclibrary/accreditation/newly-approved-pgy1-standard-september-2014.pdf Collins J. RadioGraphics 2007;27:1511-1517
Student Rotation Syllabus
Student Rotation Syllabus
Rounds
Patient profiles
Documentation
Discussions
Meetings
Education activities
Student Activities and Responsibilities
Student Activities and Responsibilities
Student Activities and Responsibilities
PGY1 Learning Experience Description
Goal: Application of knowledge and skills to the practice setting
Objective/competency◦ Describe the pathology of diseases◦ Describe the mechanism of action of medications (efficacy/toxicity)
◦ Apply mathematical principles in pharmacy practice
Activities: What will the student do to meet this goal and corresponding objectives?
Example: Student rotation syllabus
PGY1 Learning Experience Description
PGY1 Learning Experience Description
Preceptor Interaction PGY1
The resident and preceptor will meet at a minimum for pre-rounds each day to touch base about patients and daily in the afternoon. The preceptor may or may not be present with the resident during rounds or conference. It is expected that the resident and preceptor will meet at least two times per week for in depth formal topic discussions as well.
PGY2The resident and preceptor will meet at a minimum of once a day to touch base about patients. The preceptor may or may not be present with the resident during round or conference. It is expected that the resident and preceptor will meet at least one to two times per week for in-depth formal topic discussions as well.
Expected Progression: Week 1&2 PGY1
The resident will be assigned50-100% of the Burn team.The resident will meet withThe preceptor daily for prerounds. The resident may be looking for validation oftherapeutic plans for both corecommon and less commondisease states at this time.The preceptor will attend roundsand model team and patientinteractions
PGY2The resident will be assigned allpatients on the Burn team. The resident will meet with thepreceptor at least once daily todiscuss patients. The resident maybe looking for validation oftherapeutic plans for both corecommon and less common diseasestates at this time. The preceptor will attend rounds and model team and patientinteractions as needed.
Expected Progression: Week 3&4 PGY1
The resident will be assigned allpatients on the Burn team. The resident should meet with thepreceptors daily for pre-rounds. The resident may be looking for validation of the therapeuticplan for uncommon diseasestates. The preceptor will attendrounds at a minimum of one totwo days per week.
PGY2The resident will continue tofollow all patients on the Burnteam. The resident should meet with the preceptor at least oncedaily to discuss patients. The resident may be looking forvalidation of the therapeutic plan for uncommon disease states. The preceptor will try to limit interactions to allow the resident to develop autonomy.
Targeted Expectations
Plan Feedback and Evaluation Focus
◦ Feedback
◦ Evaluation
Strategies◦ Preceptor development topic◦ Snapshots◦ Daily documentation form
◦ Midpoint evaluations◦ Customized evaluations◦ Summative evaluations
◦ Targeted preceptor evaluations◦ Student reflections◦ Daily documentation form
Collins J. RadioGraphics 2007;27:1511-1517
Plan Interactive Learning Activities Focus
◦ Active learning
◦ Activities should be aligned with goals, objectives and evaluation
Strategies◦ Group discussions◦ Learner lead discussions◦ Preceptor lead discussions◦ Group rounds◦ Simulations◦ Case based presentations
Collins J. RadioGraphics 2007;27:1511-1517
Group approach◦ Learning activities◦ Evaluations◦ Resident preceptor involvement
“One Minute Preceptor” model
Four preceptor roles
Additional Solutions
Check for alignment of all components of the learning experience
Make appropriate changes
Evaluate and Make Improvements
Utilize available resources and documents
Set expectations
Determine the need for additional guidance
Be realistic
Give up “total control”
In Summary
Which of the following are tools that can aid in the assessment of learner expectations when designing a rotation experience?
A. Pre-rotation assessment forms
B. Targeted rotation expectations
C. Resident intro-evaluations
D. A and C
E. All of the above
Answer: D
Learning Assessment Question #1
Which of the following focus areas can be used to set expectations between different level learners?
A. Preceptor interaction
B. Learning experience activities
C. Expected progression
D. A and C
E. All of the above
Answer: E
Learning Assessment Question #2
Which of the following is an active learning activity that can incorporate different level learners?
A. Group patient care rounds
B. A student patient case presentation to the group utilizing power point slides
C. A resident presenting a handout to the students on warfarin discharge counseling
D. The preceptor providing a journal article to the group for review Answer: A
Learning Assessment Question #3
Brown DL. A looming joblessness crisis for new pharmacy graduates and the implications its holds for the academy. Am J Pharm Educ. 2013;77(5):Article 90.
Smith KM et al. Value of conducting pharmacy residency training – an organization perspective. Pharmacotherapy. 2010;30(12): 490e - 510e.
ASHP. Long range vision for the pharmacy workforce in hospitals and health systems: ensuring the best use of medicines in hospitals and health systems. Am J Health Syst Pharm. 2007;64(12):1320 - 30.
Smith KA. Practical approaches to developing residency preceptors. http://www.ashp.org/Doclibrary/MemberCenter/Webinars/ASHP-Residency-Preceptors-Webinar.aspx Accessed 6/10/15.
Schwenk TL. Center for research on learning and teaching occasional paper No.1: clinical teaching. www.crlt.umich.edu/publinks/occ1.pdf Accessed 6/10/15.
Pinder-Grinder T and Groscurth CR. Center for research on learning and teaching occasional paper No. 26: principles for teaching the millennial generation: innovative practices for UM faculty. http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no26.pdf Accessed 6/10/15
ASHP. Accreditation standard for post graduate year one (PGY1) pharmacy residency programs 2014.http://www.ashp.org/doclibrary/accreditation/newly-approved-pgy1-standard-september-2014.pdf. Accessed 9/8/15.
Collins J. Designing learning experience. RadioGraphics. 2007;27:1511 - 1517.
References
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