Developing a process to manage challenges encountered by experiential education administrators

Minshew, Lana M.; Williams, Charlene R.; Dinkins, Melissa M.; Haltom, Wesley R.; Brown, K. W.; McLaughlin, Jacqueline E.

doi:10.1016/j.cptl.2020.11.003

Cited by 5 publications

(2 citation statements)

References 19 publications

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“…8,9 Learner issues, which require a significant time investment to address, have also been recognized as a challenge for experiential education administrators in addition to the concern of expanding administrative responsibilities. 10,[12][13][14] Therefore, identifying and addressing specific learner challenges may provide efficiencies that would benefit preceptors, organizations, and experiential administrators.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Williams

Wolcott

Minshew

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on:(1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example responses from these groups included challenging teaching and learning situations, difficulty self-assessing teaching ability, and increasing institutional demands, respectively. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments. Conclusion.Preceptors face numerous teaching challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Williams

Wolcott

Minshew

et al. 2021

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Addressing issues in a timely fashion can resolve misaligned communication, expectations, and other concerns that could negatively impact the preceptor-learner relationship. 39 …”

Section: Call To Actionmentioning

confidence: 99%