Examining participant perceptions of the UCSF school of pharmacy master preceptor program

Pharmacist and student evaluation of a preceptor training program in a regional Australian University: a multi-method study

“…Most preceptors found that the training program had impacted their attitude towards precepting by giving them a better understanding of the purpose of placement and becoming more conscious of their responsibilities as a preceptor in providing a high quality placement experience. This result was like other literature which identified positive changes to attitudes and motivation towards precepting [ 15 , 18 ].…”

“…With this study focusing on community pharmacy preceptors, networking opportunities with other preceptors were considered to be of even greater importance, considering that many of the JCU preceptors are located in rural and remote areas and are often the sole pharmacist in the practice [ 26 ]. Participants in a master preceptor train-the-trainer program evaluation identified the importance of networking and collaborating with other preceptors to learn from each other’s precepting experiences [ 15 ]. The balance between the provision of written resources and participant interaction is also important.…”

“…The one-minute preceptor was identified as a useful technique in providing student education and feedback, which aligned with literature findings [ 4 , 27 ]. Le et al found that participants identified strategies such as the one-minute preceptor, the provision of constructive feedback and tailoring of the learning experience, which had impacted positively on their precepting skills [ 15 ]. Smith et al found in their preceptor development bootcamp that there were significant improvements reported by preceptors in their provision of direct instructions as well as verbal and written feedback [ 16 ].…”

What do preceptors want? A mixed methods study exploring pharmacist preceptor perceptions of their training and support needs at a regional Australian University

“…However, preceptors identified the need for a training programme to include an overview of different learning styles and highlighted the overall importance of skills to manage students, as both areas are not taught in their university degree. Studies have demonstrated an improvement in preceptor confidence in their teaching skills following a training programme (Pogge et al, 2019;Smith et al, 2020;Le et al, 2022). Teaching skills and strategies such as the One-Minute Preceptor, clinical reasoning and critical thinking are examples of content that have been included in some programmes (Enderby et al, 2021;Le et al, 2022).…”

“…Studies have demonstrated an improvement in preceptor confidence in their teaching skills following a training programme (Pogge et al, 2019;Smith et al, 2020;Le et al, 2022). Teaching skills and strategies such as the One-Minute Preceptor, clinical reasoning and critical thinking are examples of content that have been included in some programmes (Enderby et al, 2021;Le et al, 2022). Educational strategies are a frequent programme request from preceptors (O'Sullivan et al, 2015;O'Sullivan et al, 2020) and are included in most preceptor training programmes (Sylvia, 2019;Knott, Mylrea & Glass, 2020;Smith et al, 2020).…”