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Johannesmeyer HJ, Cheon J, Cox CD. Effect of an Educational Video Miniseries on Interprofessional Preceptor Development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100128. [PMID: 37914463 DOI: 10.1016/j.ajpe.2023.100128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 11/03/2023]
Abstract
OBJECTIVE Experiential rotation preceptors may lack confidence in instructing interprofessional learners. This study examined the effect of a 12-episode, professionally produced video miniseries on attitudinal, satisfaction, and confidence outcomes in a cohort of interprofessional preceptors comprising pharmacy, medicine, nursing, and other allied health professionals. METHODS An invitation to view the miniseries was distributed to all health science preceptors within 1 large, public health science university. Participants were asked survey questions addressing their attitudes toward the miniseries, their comfort in precepting, and their satisfaction with the miniseries. RESULTS A total of 61 interprofessional preceptors enrolled in the study, with 33 completing the entire miniseries. Participants displayed highly positive attitudes toward the miniseries. In addition, members of all professions enrolled demonstrated an increase in precepting confidence after viewing the miniseries episodes (2.31 vs 2.7 on a 3-point Likert scale). Subgroup analyses demonstrated that preceptors with>10 years of professional experience displayed less positive attitudes toward the miniseries than those with 2-10 years of professional experience. CONCLUSION The miniseries model proved effective as a preceptor development strategy for a group of health professional preceptors. Given the diversity of learners, a collection of training options that allows preceptor self-selection of programming may be beneficial.
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Affiliation(s)
| | - Jongpil Cheon
- Texas Tech University, College of Education, Lubbock, TX, USA
| | - Craig D Cox
- Texas Tech University Health Sciences Center, Jerry H. Hodge School of Pharmacy, Lubbock, TX, USA
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Pinheiro SO, Rushton S, Konrad TR, McLean HS, Bartlett KW, Blazar M, Hibbard ST, Barnett JS. Design and Evaluation of an Interprofessional Preceptor Development Mini-Fellowship Program. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023:00005141-990000000-00091. [PMID: 37466349 DOI: 10.1097/ceh.0000000000000525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
INTRODUCTION Health professions preceptors require skills and knowledge to effectively meet the educational needs of interprofessional students in clinical environments. We implemented a mini-fellowship program to enhance the knowledge, skills, and self-efficacy of preceptors teaching students and applying quality improvement (QI) methods across disciplines and patient care settings. METHODS The design, implementation, and evaluation of the program were informed by the faculty development literature, principles of adult learning, and preceptor needs. The 3-day program included workshops on curriculum design, clinical teaching methods, QI, social determinants of health, cultural humility, and interprofessional teamwork. Quantitative and qualitative evaluation methods were used including preprogram and postprogram knowledge and self-efficacy surveys, along with end-of-session and program evaluations. RESULTS Five annual cohorts involving 41 preceptors with varied demographics, professions, and clinical practices completed the mini-fellowship program. Participants' percentage of items answered correctly on a QI knowledge test increased from 79.2% (pretest) to 85.5% (post-test), a gain of 6.3% (90% CI: 2.9-9.7%; P < .003). The average QI self-efficacy scores improved from 2.64 to 3.82, a gain of 1.18 points on a five-point scale ( P < .001). The average education/teaching self-efficacy increased from 2.79 to 3.80 on a five-point scale ( P < .001). Ultimately, 94% would recommend the program to other preceptors. DISCUSSION An interprofessional preceptor development program designed to train clinicians to effectively teach in the clinical setting and to conduct QI projects with students was achievable and effective. This program can serve as a model for academic centers charged with training future health care workers and supporting their community-based preceptors' training needs.
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Affiliation(s)
- Sandro O Pinheiro
- Dr. Pinheiro: Professor, Department of Medicine, Division of Geriatrics, and Department of Family Medicine and Community Health, Division of Physician Assistant Studies, Duke University School of Medicine, Durham, NC. Dr. Rushton : Assistant Clinical Professor, Duke University School of Nursing, Durham, NC. Dr. Konrad: Cecil G. Sheps Center for Health Services Research, Carolina Health Workforce Research Center, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. McLean: Professor, Department of Pediatrics, Division of Hospital Medicine, Duke University School of Medicine, Durham, NC. Dr. Bartlett: Professor, Department of Pediatrics, Division of Hospital Medicine, Duke University School of Medicine, Durham, NC. Dr. Blazar: Assistant Professor, Department of Family Medicine and Community Health, Division of Physician Assistant Studies, Duke University School of Medicine, Durham, NC. Dr. Hibbard: Senior Director of Learning Science & Psychometrics at Blueprint Test Prep, and Consulting Assistant Professor, Duke University School of Medicine, Durham, NC. Dr. Barnett: Professor, Department of Family Medicine and Community Health, Division of Physician Assistant Studies, Duke University School of Medicine, Durham, NC
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Le M, Luong S, Mong R, Gruenberg K, Clinard V. Examining participant perceptions of the UCSF school of pharmacy master preceptor program. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:329-335. [PMID: 35307093 DOI: 10.1016/j.cptl.2022.01.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2021] [Revised: 11/29/2021] [Accepted: 01/09/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The University of California San Francisco School of Pharmacy faculty created the Master Preceptor Program (MPP) to instill best practices in clinical precepting, leadership and professional development, and interprofessional education (IPE). Graduates of the program are encouraged to mentor colleagues at affiliated sites. This study aimed to explore MPP participants' perceptions about the program and to collect general feedback. METHODS A descriptive qualitative study of MPP participants who completed the program between 2017 and 2019 was conducted. Semi-structured interviews and focus groups were used to collect general programmatic feedback and examples of skill implementation. All encounters were conducted and recorded online via Zoom. Three investigators independently analyzed transcripts for codes related to key programmatic areas using conventional content analysis. RESULTS Ten of 14 past MPP participants participated. Themes included confidence and skills gained in clinical teaching, self-reflection and network opportunities supporting professional and leadership development, and a need for structured expectations and deliverables. Participants noted several benefits of the MPP on clinical teaching, such as improving confidence and adopting teaching techniques, structural and organizational skills, and a learner-centered approach. Participants also mentioned programmatic offerings that improved leadership and professional development, such as networking opportunities in the MPP and at conferences. Participants did not mention IPE in their responses. CONCLUSIONS All participants recognized the MPP as an effective training program to enhance clinical precepting skills, leadership, and professional development. Program structure and intentional incorporation of IPE skills are areas of improvement for future cohorts.
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Affiliation(s)
- Minh Le
- University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
| | - Sharon Luong
- University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
| | - Rachel Mong
- University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
| | - Katherine Gruenberg
- University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
| | - Valerie Clinard
- University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
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Tona J, Kruger J, Jacobsen LJ, Krzyzanowicz R, Towle-Miller LM, Wilding GE, Ohtake PJ. Assessing the assessment: a comparison of the IPASS and ICCAS to measure change in interprofessional competencies following a large-scale interprofessional forum. J Interprof Care 2021; 35:726-735. [PMID: 33438485 DOI: 10.1080/13561820.2020.1806219] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Measuring the effectiveness of interprofessional education (IPE) experiences is essential but challenging. Surveying learners before (pretest) and after (posttest) an IPE experience may result in minimal change due to response shift bias. Retrospective pretest/posttest assessment may ameliorate response shift bias but may also result in inflated change scores due to social desirability bias. We studied a cohort of 675 students from 12 health professions who completed the Interprofessional Attitudes Scale (IPAS) within the 4 weeks before (pretest) and the 3 weeks after (posttest) an IPE forum and completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) within the 3 weeks after the forum as a retrospective pretest/posttest. We found higher scores on the pretest IPAS than the retrospective pretest ICCAS and greater change in scores on the ICCAS than the IPAS, indicating potential response shift and social desirability biases. Furthermore, we found few significant correlations between change scores in subscales of the two tests, but a high number of strong and significant correlation among the ICCAS subscale change scores. Our results indicate the timing of pretest administration may impact change scores or that subscales of IPAS may be more unique than those of ICCAS. These findings suggest that educators should consider the potential impact of response shift and social desirability biases when interpreting results of the IPAS and ICCAS in response to an IPE learning experience.
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Affiliation(s)
- Janice Tona
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Jessica Kruger
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Lisa Jane Jacobsen
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Ryan Krzyzanowicz
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | | | - Gregory E Wilding
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Patricia J Ohtake
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
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Howard ML, Yuet WC, Isaacs AN. A Review of Development Initiatives for Pharmacy Student and Resident Preceptors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7991. [PMID: 33149330 PMCID: PMC7596607 DOI: 10.5688/ajpe7991] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2020] [Accepted: 05/17/2020] [Indexed: 05/22/2023]
Abstract
Objective. To review the published literature describing and evaluating pharmacy student and resident preceptor development. Findings. Database searches yielded 32 published articles on pharmacy preceptor development: 22 for experiential preceptors, eight for resident preceptors, and two encompassing both experiential and resident preceptors. The identified articles covered a variety of preceptor development strategies, including live, web-based, and multifaceted approaches, which were disseminated via analytical studies, needs assessment surveys, and descriptive reports. In analytical studies, the evaluation methods most commonly used were preceptor pre- and post-perception surveys. Summary. Preceptor development strategies vary among pharmacy schools and residency programs. The evaluation methods used also varied, and there is a lack of evidence-based practices related to preceptor development. Preceptor development should be tailored based on preceptor type and program needs. An opportunity exists to further evaluate which strategies are most effective for improving precepting techniques, with an ultimate goal of delineating best practices for pharmacy preceptor development.
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Affiliation(s)
| | - Wei C. Yuet
- University of North Texas System College of Pharmacy, Fort Worth, Texas
| | - Alex N. Isaacs
- Purdue University, College of Pharmacy, West Lafayette, Indiana
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