Preceptor development strategies used in a mixed academic-community teaching hospital

Elmore, Lindsey K.; Blair, Melissa; Edgerton, Lisa

doi:10.1016/j.cptl.2013.09.004

Cited by 11 publications

(30 citation statements)

References 3 publications

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“…Most commonly, and with moderate to high confidence as per CERQual, preceptees used a survey instrument to assess the competency of their preceptor (26,30,46,53,57) . Preceptee assessment was also combined with a preceptor selfassessment instrument which allowed for comparison between preceptors' and preceptees' perceptions of their experience working together (36,53,57) . Preceptors were shown to overestimate their abilities when self-evaluating, compared to preceptee evaluations (CERQual assessment: low confidence).…”

Section: Competencies and Methods Of Assessment Of Preceptorsmentioning

confidence: 99%

“…Only one study linked the quality of the preceptor with a preceptee outcome; preceptees with a perceived higher preceptor quality performed better in their exams (39) . Table 2 describes Moderate to high Peer observed practice (30,33,42,59) Peer observed simulation (31) Medicine (31,59) Nursing (42) Pharmacy (30,33) Preceptor self-evaluation survey (26,43,53,57) Nursing (43) Pharmacy (26,53,57) Preceptee survey (8,26,33,53,57) Nursing (8) Pharmacy (26,33,53,57) -Role model practitioner (8-10, 24, 25, 29, 30, 32, 33, 41-44, 46, 48, 49, 58, 59) Moderate to high Peer observed practice (30,33,36,42,59) Medicine (59) Nursing (42) Pharmacy (30,33,36) Preceptor self-evaluation survey (26,36,43) Nursing (43) Pharmacy…”

Section: Competencies and Methods Of Assessment Of Preceptorsmentioning

confidence: 99%

“…Seventeen were based on preceptorship/education in medicine (10, 31, 32, 35, 44, 46, 50-52, 54-56, 58-60) , twelve in pharmacy (9, 11, 24-26, 30, 33, 34, 36, 38, 53, 57) , and eleven in nursing (8,27,28,37,(40)(41)(42)(43)(47)(48)(49) and one in dentistry (45) . There were twelve quantitative studies (25,26,30,33,35,39,46,47,49,53,57) , ten qualitative studies (29,34,37,41,42,44,45,48,58,59) , three mixed methods (43,50,51) , four descriptive papers that did not report results (36,38,40,56) , five papers concerned with validity testing (28,31,52,54,55) and seven papers describing consensus building, three with Delphi approaches (...…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Peer observed practice (30) Pharmacy (30) -Ethical (31,32,42) Moderate Peer observed practice (31,42) Nursing (42) Medicine (31) -Approachable and flexible (26,30,42,(45)(46)(47) Moderate Peer observed practice (30,42) Nursing (42) Pharmacy (30) Preceptee survey (26,46) Medicine (46) Pharmacy (26) -Enthusiasm for teaching Preceptees (32,33,36,42,43) Moderate Peer observed practice (33,36,42) Nursing (42) Pharmacy (33,36) Preceptor self-evaluation survey (36,43) Nursing (43) Pharmacy (36) Preceptee survey (36) Pharmacy (36) -Open to receiving feedback (26,32,36,46) Low Peer observed practice (36) Pharmacy (36) Preceptor self-evaluation survey …”

Section: Moderatementioning

confidence: 99%

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Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Bartlett

Luca

et al. 2020

Preprint

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Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework.This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.Methods: This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence. Results: Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence. Conclusions: Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

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Section: Competencies and Methods Of Assessment Of Preceptorsmentioning

confidence: 99%

Section: Competencies and Methods Of Assessment Of Preceptorsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Moderatementioning

confidence: 99%

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Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Bartlett

Luca

et al. 2020

Preprint

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“…Table details the characteristics of the included papers . Most of the studies had been conducted within the medical profession, in the USA, and reported on the implementation of a peer support strategy.…”

Section: Resultsmentioning

confidence: 99%

Peer‐supported faculty development and workplace teaching: an integrative review

et al. 2019

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Context The use of peer support as a faculty development technique to improve clinical teaching is uncommon in medical education, despite the benefits of situating learning in the workplace. The authors therefore conducted a broad search seeking theoretical and empirical literature describing peer support strategies for clinical teachers in health care workplaces. This included descriptive and non‐experimental studies that are often excluded from reviews. The review aimed to identify and assess existing initiatives and to synthesise key challenges and benefits. Methods An integrative literature review was undertaken (2004–2017), based on searches of eight international electronic databases and targeted manual searches. Key concepts, elements and models were mapped using an iterative, constant comparative method. An evaluative framework, drawing on previous research, informed conclusions regarding the quality of evidence. Results From a pool of 5735 papers, 34 met the inclusion criteria. The majority referred to studies conducted in the USA (59%) and in the medical profession (71%). Analysis revealed a trend towards using a collaborative model (56%), voluntary participation (59%), and direct workplace observation by a peer clinician (68%). Design features of the peer support strategy were commonly reported (65%), with half providing outcome measures (56%). Few papers reported on process evaluation (15%) or evidence of programme sustainability (15%). Despite logistical and time‐associated challenges, benefits accrued to individuals and the workplace, and included improved teaching practices. Embedding the peer support strategy into routine organisational practice proved effective. Conclusions The results indicated that a workplace‐based peer support model is an acceptable and effective faculty development strategy for health care clinical teachers. Conceptualising workplace‐based peer support via a sociocultural model that acknowledges the significance of educational design, peers as collaborators and the importance of workplace context and culture is emphasised. Future research should focus on clarification studies informed by contemporary models of faculty development, in which factors impacting the health care workplace are considered.

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PharmD graduates' perceptions of the impact of a teaching specialization

Poirier

Fryman

Newman

et al. 2019

Currents in Pharmacy Teaching and Learning

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Preceptor development strategies used in a mixed academic-community teaching hospital

Cited by 11 publications

References 3 publications

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Peer‐supported faculty development and workplace teaching: an integrative review

PharmD graduates' perceptions of the impact of a teaching specialization

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