Bringing Faculty Development to Community-based Preceptors

Langlois, John P.; Thach, S

doi:10.1097/00001888-200302000-00009

Cited by 47 publications

(45 citation statements)

References 4 publications

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“…Several of the survey items were adapted from previously conducted surveys [8][9][10][11][12][13][14][15] A pilot survey instrument was sent to students and preceptors who had completed their first advanced pharmacy practice experience and their feedback was used to revise the survey instrument. Naresuan University's investigational review board approval was obtained to conduct the survey.…”

Section: Methodsmentioning

confidence: 99%

Pharmacy Student and Preceptor Perceptions of Preceptor Teaching Behaviors

Sonthisombat¹

2008

Am J Pharm Educ

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Objectives. To compare PharmD students' and preceptors' perceptions of preceptors' teaching behaviors. Methods. A 47-item survey instrument was developed and distributed to students and preceptors for rating the frequency and adequacy of each teaching behavior as not done, done but inadequate, and well done and adequate. Results. Seventy-seven (99%) students and 53 (55%) preceptors responded to the survey. Students were somewhat satisfied with their preceptors' teaching behaviors. In comparison, preceptors overrated their own teaching behaviors as well done and adequate on 9 of 47 (19%; p # 0.05) items, with the majority being in the areas of providing feedback to students and evaluation. Conclusion. Preceptors tended to overestimate the quality of their performance compared with students' evaluations. These findings suggest the need for a preceptor development program.

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Section: Methodsmentioning

confidence: 99%

Pharmacy Student and Preceptor Perceptions of Preceptor Teaching Behaviors

Sonthisombat¹

2008

Am J Pharm Educ

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“…A detailed local needs-analysis and the continued involvement of the faculty in the planning and delivery of the program are critical elements of success for such a program. Perhaps as a result of these differences and challenges, community-based physicians are less likely to have participated in faculty development programs than university-based faculty, despite the increasing utilization of community-based faculty in medical education (Langlois & Thach 2003;Starr et al 2003;Houston et al 2004). Indeed, only a minority of non-university based academic Departments of Medicine offer active on-site programs in faculty development .…”

Section: Practice Pointsmentioning

confidence: 99%

A successful approach to faculty development at an independent academic medical center

Trowbridge

Bates

2008

Medical Teacher

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Background: Faculty development is crucial to the success of medical education programs. Relatively few independent academic medical centers, despite their burgeoning role in medical education, offer active programs in faculty development. Aim: To describe the successful implementation of a voluntary departmental faculty development program at an independent academic medical center. Methods: Initiation of the program revealed significant barriers to faculty participation including clinical responsibilities and lack of supported time for educational pursuits. An extensive needs assessment, including detailed faculty interviews, was completed and a participant-driven faculty development program was designed based on the identified faculty needs. Local practice group leaders were also interviewed and asked to support the initiative. The resultant program centered on three domains, specifically Teaching Activities, Clinical Skills and Research/Leadership Training. Specific offerings included clinical skills and specialty discussion sessions, time-intensive teaching workshops and participant-driven lecture series. Results: A significant percentage (47%) of faculty participated in at least one faculty development offering over the initial two years of the program. A higher percentage of generalist faculty (75%) participated compared with specialty faculty (19%). An even number of specialists and generalists, however, participated in the more time-intensive aspects of the program. Approval rates of each individual component of the program were very high, ranging from 88-100%. Conclusions: By identifying the specific needs of faculty members, a successful departmental faculty development program was implemented at an independent academic medical center. The key factors in the success of the program were early involvement of the faculty in the initiation of the program and specifically maintaining the program as a participant-driven process. This method may be generalizable to other similar institutions.

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“…Meighan (Meighan and Siraj-Blatchford 2004) wrote of learners picking up 'an approach to living and an attitude to learning' from the teaching institution and in this way the values and norms of the Deanery can be seen as a kind of hidden curriculum in the faculty development of GP trainers. In general faculty development has been seen until recently as a neglected area (Meurer and Morzinski, 1997;Wilkerson and Irby, 1998;Quirk et al 2002Quirk et al , 2005Langlois and Thach, 2003;Bligh, 2005).…”

Section: Practice Pointsmentioning

confidence: 99%

“…GP Trainers merit separate consideration from their hospital teaching colleagues (Langlois and Thach 2003;Starr et al 2003), whose faculty development needs have previously been described (Wall and McAleer 2000). There are long-established attitudinal differences, as illustrated by Pereira-Gray (1984), who summarized the core values and beliefs held by GPs in relation to their teaching role:…”

Section: Introductionmentioning

confidence: 99%

Educational CPD: how UK GP trainers develop themselves as teachers

Waters

Wall

2007

Medical Teacher

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Background: There is little in the literature giving the perspective of UK General Practice (GP) trainers on their development as teachers. Aims: What motivates GP trainers develop themselves as teachers? What obstacles to their professional development do GP trainers perceive? Method: A questionnaire to all GP trainers in the West Midlands Deanery in 2004. Results: 360/444 (81%) questionnaires were returned. 56.6% of GP trainers had another educational role in addition to training GP Registrars in the practice. 15.8% of trainers possessed an educational qualification. 13 had completed a Certificate in Medical Education and 28 were engaged in study towards that qualification. Trainers wanted more time to spend on their development as teachers than they presently have, and would then be interested in a wider variety of learning methods. However, 56.6% of trainers would still not choose to undertake a university-accredited course. Female GP trainers perceived more difficulty in obtaining protected time for their development as teachers (Educational CPD) ( p ¼ 0.021), were significantly less sure of their partners' support for this development ( p ¼ 0.033), and were more likely to agree with trainers undertaking a Certificate in Medical Education ( p ¼ 0.003). Having an additional educational role did not affect trainers' ability to take protected time, but significantly increased the amount of time aspired to ( p ¼ 0.005). Nothing made more difference to trainers' perception of their ability to undertake Educational CPD than did the perceived attitude of their partners.

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Bringing Faculty Development to Community-based Preceptors

Cited by 47 publications

References 4 publications

Pharmacy Student and Preceptor Perceptions of Preceptor Teaching Behaviors

Pharmacy Student and Preceptor Perceptions of Preceptor Teaching Behaviors

A successful approach to faculty development at an independent academic medical center

Educational CPD: how UK GP trainers develop themselves as teachers

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