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Preceptor Feedback on Utilization and Pre-APPE Performance Expectations of Pharmacy Practice Skills.
Eades, Amanda; Gallimore, Casey; Porter, Andrea L; Volino, Lucio; Knockel, Laura; Baker, Chelsea M.
Afiliación
  • Eades A; University of Illinois Chicago, Chicago, IL, USA. Electronic address: eadesa@uic.edu.
  • Gallimore C; University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
  • Porter AL; University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
  • Volino L; Ernest Mario School of Pharmacy, Piscataway, NJ, USA.
  • Knockel L; University of Iowa College of Pharmacy, Iowa City, IA, USA.
  • Baker CM; Purdue University College of Pharmacy, West Lafayette, IN, USA.
Am J Pharm Educ ; 88(9): 101250, 2024 Sep.
Article en En | MEDLINE | ID: mdl-39067861
ABSTRACT

OBJECTIVE:

This study aimed to determine the frequency with which preceptors perform skills in their practice setting and the degree of competency that preceptors expect from students to perform those skills upon starting their advanced pharmacy practice experiences (APPEs).

METHODS:

A survey assessing skill utilization and expected pre-APPE student competency level upon entry to APPEs was developed by pharmacy practice faculty and distributed to preceptors. Preceptors were asked to rank their utilization of skills and expected pre-APPE student competency of each skill. Investigators assigned each skill a categorical ranking of high, moderate, or low priority.

RESULTS:

The survey was completed by 448 pharmacy preceptors. Skills related to communication, patient education, documentation, collecting medication histories, and drug therapy review/reconciliation were the most utilized. Skills related to physical assessment and point-of-care testing were the least utilized, and the expected student competency level was also low. Skills identified as highest-priority included those related to patient counseling/education, problem-solving/critical thinking, and information gathering and management.

CONCLUSION:

The results of this survey suggest that the frequency with which preceptors perform specific skills in practice and their corresponding competency expectations for APPE students vary and are skill-dependent, allowing for prioritization. Stratifying individual skills according to how commonly they are encountered in practice and the competency levels expected by APPE preceptors can assist institutions in prioritizing skills-based laboratory content and assessment and in addressing curricular bloat and hoarding.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Preceptoría / Estudiantes de Farmacia / Competencia Clínica / Educación en Farmacia Límite: Adult / Female / Humans / Male Idioma: En Revista: Am J Pharm Educ Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Preceptoría / Estudiantes de Farmacia / Competencia Clínica / Educación en Farmacia Límite: Adult / Female / Humans / Male Idioma: En Revista: Am J Pharm Educ Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos