Community, hospital and industry preceptor perceptions of their role in experiential placements- the need for standardization of preceptor responsibilities and evaluations on students

Lucas, Cherie; Williams, Kylie; Tudball, Jacqueline; Walpola, Ramesh

doi:10.1016/j.cptl.2018.08.002

Cited by 19 publications

(16 citation statements)

References 16 publications

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“…9 However, a recent Australian study by Lucas and colleagues that investigated the role of preceptors concluded that even in light of the diversity of experiential placement settings, some standardization of preceptor training was important, particularly in the area of assessment and feedback. 19 Researchers from the United States concluded that, while there are core generic skills which should be covered in all preceptor training programs, a comprehensive program should also include a range of additional educational content with a high degree of flexibility to accommodate individual preceptor needs. 3 The research undertaken in both the United Kingdom and Australia, although limited, has highlighted the importance of a consistent approach to preceptor training given the current lack of consistency reported in the training experience of UK pre-registration pharmacists posing potential risks to quality and patient safety.…”

Section: Discussionmentioning

confidence: 99%

“…9,12,45 With regard to assessment and feedback, many preceptors felt that they either did not have adequate time or were not appropriately qualified to evaluate students or residents. 1,12,14,19,30,47 Feedback is a crucial element of the preceptor role, and it has been reported that providing effective written and verbal feedback is one of the greatest challenges for preceptors. 30,38,48 On a positive note, many benefits of training for preceptors have been documented, including an increase in preceptor confidence and career satisfaction, a better ability to maintain clinical skills, and increased job opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…18 The expansion of the role of pharmacists worldwide has resulted in an increased number and diversity of student experiential and residency training programs, thus highlighting the important role of the preceptor and the need for quality preceptor training. 1,2,19 Considering current preceptor training requirements, the aim of this review was to examine the available literature regarding pharmacy preceptor training programs.…”

Section: Introductionmentioning

confidence: 99%

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A Scoping Review of Pharmacy Preceptor Training Programs

Knott

Mylrea

Glass

2020

American Journal of Pharmaceutical Education

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Objective. To review the literature pertaining to pharmacy preceptor training programs. Findings. Preceptor training is becoming increasingly important to maintain the quality of experiential training and professional development of pharmacy students, preregistration trainees, and residents. This review found limited documented examples of preceptor training programs and wide variation in both their design and delivery, which was attributed to the diversity of pharmacy practice workplaces and the different types of trainees. The majority of programs included a significant online component, often supported by a face-to-face orientation, with a focus on developing core competencies and with some tailoring of content to suit the specific workplace environment. Evaluations of these training programs showed high preceptor satisfaction rates, with preceptors appreciating the ease of access of online training and the benefits of interaction with other preceptors in face-to-face training. Preceptors also reported positive changes in their behavior during and attitudes toward precepting and an increased understanding of student learning. Summary. This review has highlighted that a structured and evidence-based approach to preceptor training is needed. Programs should be educationally sound, practically focused, and flexible in meeting the needs of a diverse range of preceptors and practice environments. Prospectively, programs should be evaluated not only in terms of outcomes for preceptors, but also for student, preregistration trainee, and resident engagement and attainment of educational outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Scoping Review of Pharmacy Preceptor Training Programs

Knott

Mylrea

Glass

2020

American Journal of Pharmaceutical Education

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“…In allied health, Indigenous staff are vital to gather, critique, and convey evidence and practice wisdom from culturally relevant perspectives, as well as to make connections to ACCHOs for student placements and provide support for staff and students throughout studies and placement (Lucas et al, 2018;Thackrah et al, 2017). Indigenous Peoples' experiences in Australia, including segregation, assimilation, ongoing social exclusion, and frequent experiences of racism, are sensitive and nuanced issues, and it takes expertise and resources to teach students and health professionals about them.…”

Section: Tertiary Aboriginal and Torres Strait Islander Teaching Staffmentioning

confidence: 99%

“…Although most academics are experts in their field and may teach with excellence, this expertise does not inherently transfer to the teaching of Indigenous perspectives and knowledge (Nakata, 2007). Learning critical self-reflection is therefore essential, as are developing and adapting critical reflection tools (Jackson Pulver et al, 2019;Lucas et al, 2018), and evaluating teaching and learning strategies to develop the cultural responsiveness of the health workforce .…”

Section: Upskilling Mainstream Allied Health Professionalsmentioning

confidence: 99%

Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Manton

Williams

2021

IJIH

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While professional education in medicine and nursing in Australia has been implementing strategies to increase accessibility for Indigenous Australians, allied health professions remain underdeveloped in this area. Failure to improve the engagement of allied health professions with Indigenous Australians, and failure to increase the numbers of Indigenous staff and students risks perpetuating health inequities, intergenerational disadvantage, and threatens the integrity of professions who have publically committed to achieving cultural safety and health equity between Indigenous and non-Indigenous people. Knowing this, leaders in the allied health professions are asking “What needs to change?” This paper presents a critical reflection on experiences of a university-based Indigenous Health Unit leading the embedding of Indigenous perspectives in allied health curriculum, informed by Indigenous community connections, literature reviews, and research in the context of an emerging community of practice on Indigenous health education. Key themes from reflections are presented in this paper, identifying barriers as well as enablers for change, which include Indigenous community relationship building, education of staff and students, and collaborative research and teaching on Indigenous Peoples’ allied health needs and models of care. These enablers are inherently anti-racism strategies that redress negative stereotypes perpetuated about Indigenous Australians and encourage the promotion of valuable Indigenous knowledges, principles, and practices as strategies that may also help meet the health needs of the general community.

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