Addressing the Challenges of Precepting Students Enrolled in Remote Research Advanced Pharmacy Practice Experiences

Abstract

As a result of restrictions imposed by COVID-19, many researchers have responded to the call for remote, advanced pharmacy practice experiences (APPEs) that do not involve direct patient care. The influx of materials on online pedagogy may be difficult for new preceptors to digest while familiarizing themselves with the APPE program. To complement the available guidance on remote learning for new preceptors, we describe our experiences with implementing a remote, research-focused APPE during COVID-19. Common challenges are discussed and potential solutions that may help new preceptors anticipate and overcome barriers to achieving the educational outcomes of researchfocused APPE are proposed.

Student Pharmacist Perspectives of a Remote Ambulatory Care and Community Pharmacy Dual-Cohort APPE

“…Hundal and colleagues share their learning from a remote research APPE. 14 While this experience was not patient-care oriented, several learning points are transferrable, such as conducting a start-of-rotation interview to explore students' goals and baseline experiences, providing educational resources on key topics with follow-up meetings, and orienting learners to communication modalities, expectations, and schedules. 14 Kiles and colleagues describe developing a remote public health APPE where students interacted with patients telephonically during in-person shifts with other interprofessional volunteers at Tennessee's COVID-19 Hotline call centers.…”

“…14 While this experience was not patient-care oriented, several learning points are transferrable, such as conducting a start-of-rotation interview to explore students' goals and baseline experiences, providing educational resources on key topics with follow-up meetings, and orienting learners to communication modalities, expectations, and schedules. 14 Kiles and colleagues describe developing a remote public health APPE where students interacted with patients telephonically during in-person shifts with other interprofessional volunteers at Tennessee's COVID-19 Hotline call centers. 15 Students completed logs of their call center interactions and submitted weekly reflections to their remote preceptor based at the university's main campus, as well as completed discussions and projects with this preceptor.…”

“…Hundal and colleagues share their learning from a remote research APPE. 14 While this experience was not patient-care oriented, several learning points are transferrable, such as conducting a start-of-rotation interview to explore students’ goals and baseline experiences, providing educational resources on key topics with follow-up meetings, and orienting learners to communication modalities, expectations, and schedules. 14…”