Determining the best practices for remote experiential rotations

Zhu, Catherine; Brown, Thomas E.

doi:10.46542/pe.2020.202.149159

Cited by 3 publications

(5 citation statements)

References 10 publications

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“…Hundal and colleagues (2021) invited students to virtual orientations, conducted daily check-ins and connected with students to gain feedback on progress and concerns during the rotation to develop student engagement and motivation. From a student's perspective, Zhu & Brown (2021) demonstrated that students stayed motivated during rotations when they built a positive rapport with preceptors, and therefore, resources should be created to enable preceptors to achieve this.…”

Section: Resultsmentioning

confidence: 99%

“…The authors adapted a survey that explored best practices in remote rotations from pharmacy students' perspectives (Zhu & Brown, 2021). Informed by a literature review of remote learning and precepting in the health disciplines, the authors focused the questions to include aspects relevant to precepting remote rotations, including preceptor preparation (Ho et al, 2021), the preceptor/student relationship (Rand & Pajarillo, 2015), access to technology (Johnson, 2019), preceptor satisfaction and professional development needs (Ackman & Romanick, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…Pharmacy Education 24(1) 146 -153 147 student perspectives, and they reported positive experiences in learning from a variety of preceptors. Zhu and Brown (2021) also surveyed students to ascertain best practices for remote NDPC rotations from the student's perspective. They concluded that setting clear expectations and building a strong rapport with the student are key strategies that preceptors can employ for a successful remote rotation.…”

Section: Does One Size Fit All? a Survey Of Preceptor Perceptions And...mentioning

confidence: 99%

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Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Lam,

Sivakumaran,

Bjelajac Mejia

et al. 2024

Pharm Educ

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Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations. Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes. Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation. Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Does One Size Fit All? a Survey Of Preceptor Perceptions And...mentioning

confidence: 99%

See 1 more Smart Citation

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Lam,

Sivakumaran,

Bjelajac Mejia

et al. 2024

Pharm Educ

View full text Add to dashboard Cite

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“…Key factors in a remote rotation were setting expectations, good communication, getting to know the preceptor, and having a distraction-free work environment. These previously mentioned factors could become corrective actions to maximize the learning objectives of the internship program (Almetwazi et al, 2020;Zhu and Brown, 2020).…”

Section: Slack Time For Mentoring In Pandemic Conditionsmentioning

confidence: 99%

Corrective and Preventive Actions of Pharmacist Preceptor in Guiding Pharmacy Internship at Public Health Center during the COVID-19 Pandemic

Shintia,

Wijoyo

2023

J.Pharm.Sci.Community

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During the COVID-19 pandemic, a pharmacy internship at the Public Health Centers (PHC) was carried out by complying with the implementation of health protocols. There were risks for students to be exposed to COVID-19 when a pharmacy internship was carried out directly at the PHC, and some pharmacy internship materials could not be applied easily due to the pandemic. This study aimed to identify the corrective and preventive actions of the preceptor in guiding the pharmacy internship at the PHC during the COVID-19 pandemic. This descriptive study was conducted using the in-depth interview method and examined using qualitative data analysis. The results of interviews were categorized into six issues, namely: 1) roles and abilities as preceptors; 2) pharmacy college institution support; 3) pharmacy internship mentoring methods; 4) corrective and preventive actions to overcome problems in pharmacy internships during pandemics; 5) pharmacy internship modules; and 6) barriers and factors supporting the role of preceptors. Preventive action taken by the preceptor was generally in relation to government policies during the pandemic and infection prevention and control programs in PHC. Concurrently, the corrective actions were modifying learning methods and using information technology to support pharmacy internship learning outcomes during the pandemic and post-pandemic.

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“… 2 , 3 , 4 Shifts in pharmacy experiential education were documented over the course of the pandemic as pharmacy learners and practice educators learned to navigate virtual experiential education. 5 , 6 , 7 Currently, there is limited literature on developing best teaching practices that are conducive to students’ success in a virtual environment.…”

Section: Introductionmentioning

confidence: 99%

Strategies Proposed by Students and Pharmacists for Virtual Experiential Patient Care Practicums

Leung,

Hefford,

Chew

et al. 2023

Innov Pharm

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Background: The University of British Columbia (UBC) Pharmacists Clinic (the Clinic) is a pharmacist-led patient care clinic serving as a practice site for experiential education in a team-based primary care practice. Given the unprecedented circumstances surrounding COVID-19, pharmacy practice sites have transitioned some of their experiential education activities to a virtual format. Currently, there is limited literature on developing best teaching practices which are conducive to students’ success in a virtual environment. Objective: To determine the factors that enable successful development of a virtual patient care practicum experience at a university clinic from the perspectives of student pharmacists and practice educators. Methods: A qualitative research methodology was used to gain the perspectives of student pharmacists and practice educators. Separate focus group interviews were conducted using a semi-structured approach and consisted of questions aimed at gathering insight into participant perspectives on virtual practicums. The focus group sessions were audio recorded with participant consent and transcribed. A thematic analysis was conducted to analyze the data. Results: Three pharmacist practice educators and three student pharmacists participated in their respective focus groups. A thematic analysis was used to analyze the data. Six major themes emerged: (1) technology optimization, (2) patient care related activities, (3) student-practice educator relationship, (4) student skill development, (5) student support, and (6) in-person vs virtual practicum preferences. Proposed strategies to mitigate the limitations of virtual practicums included setting communication guidelines, arranging enriching learning opportunities, and having reliable internet connection.  Conclusion: The participants in this study provided insight on factors to support successful development and delivery of a virtual patient care practicum. The results from this study can be applied to other health disciplines and their approach to virtual practicums during and following the COVID-19 pandemic.

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Determining the best practices for remote experiential rotations

Cited by 3 publications

References 10 publications

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Corrective and Preventive Actions of Pharmacist Preceptor in Guiding Pharmacy Internship at Public Health Center during the COVID-19 Pandemic

Strategies Proposed by Students and Pharmacists for Virtual Experiential Patient Care Practicums

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