AACP REPORTS Report of the 2011-2012 AACP Professional ...AACP REPORTS Report of the 2011-2012 AACP Professional Affairs Committee: Addressing the Teaching Excellence of Volunteer

AACP REPORTS

Report of the 2011-2012 AACP Professional Affairs Committee: Addressingthe Teaching Excellence of Volunteer Pharmacy Preceptors

Betty Jean Harris, Chair,a Michell Butler,b Elizabeth Cardello,c Robin Corelli,d Wafa Dahdal,e

Mary Gurney,f Kristopher Harrell,g John Murphy,h Douglas Pisano,i Meghan Sullivan,j Janet Teeters,k

Lynette Bradley-Bakerl

aHusson University School of Pharmacy, One College Circle, Bangor, MEbMercer University College of Pharmacy and Health Sciences, Atlanta, GAcAmerican Pharmacists Association, Washington, DCdUniversity of California, San Francisco School of Pharmacy, San Francisco, CAeAmerican College of Clinical Pharmacy, Lenexa, KSfMidwestern University College of Pharmacy-Glendale, Glendale, AZgThe University of Mississippi School of Pharmacy, Jackson, MShThe University of Arizona College of Pharmacy, Tucson, AZiMassachusetts College of Pharmacy and Health Sciences-Boston, Boston, MAjUniversity of New England College of Pharmacy, Portland, MEkAmerican Society of Health-System Pharmacists, Bethesda, MDlAmerican Association of Colleges of Pharmacy, Alexandria VA

According to the Bylaws of AACP, the ProfessionalAffairs Committee is to study:

issues associatedwith the professional practice as theyrelate to pharmaceutical education, and to establishand improve working relationships with all other or-ganizations in the field of health affairs. The Commit-tee is also encouraged to address related agenda itemsrelevant to its Bylaws charge and to identify issues forconsideration by subsequent committees, task forces,commission, or other groups.

COMMITTEE CHARGEPresident Brian Crabtree charged the 2011-2012

American Association of Colleges of Pharmacy (AACP)Standing Committees with issues related to excellence andrelevance in pharmacy education.1 Specifically, the 2011-2012 Professional Affairs Committee is charged to:

(1) Embark on an analysis of the concept of “masterpreceptor.” This should include a discussion ofthe following elements of a professional devel-opment program to cultivate a pharmacy pre-ceptor who excels in experiential teaching: a)content of the program, b) mechanism(s) forprogram delivery and c) program outcomesand assessment.

(2) Recommend a recognition system for teach-ing excellence by preceptors. The recognitionsystem should include elements that would be

beneficial and motivational for the continuedprofessional development of the preceptor aswell as sustaining and maintaining excellenceof experiential education provided by collegesand schools of pharmacy.

Members of the Professional Affairs Committee(PAC) included faculty from multiple disciplines fromvarious schools/colleges of pharmacy as well as asso-ciation representatives from three national pharmacyorganizations: The American Pharmacists Association(APhA), the American Society of Health-System Phar-macists (ASHP), and the American College of ClinicalPharmacy (ACCP). Prior to an in-person meeting of thecommittee, pertinent background information and re-source materials were distributed and the sharing ofinitial methods to address the committee charges wasencouraged. Committee members met for a day anda half in Crystal City, Virginia on October 6-7, 2011to discuss the various facets related to this issue as wellas to develop a process for addressing the charge. Fol-lowing the process development and delegation ofassignments related to the committee charges, the Com-mittee communicated via a series of conference calls andelectronic communications as well through personal ex-changes via telephone and email. The result is the fol-lowing report, which discusses elements necessary fora development program to cultivate pharmacy precep-tors to be the best teachers possible and a recognition

American Journal of Pharmaceutical Education 2012; 76 (6) Article S4.

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system for those preceptors who reach and sustain teach-ing excellence.

BACKGROUNDExperiential education is a key component of the

pharmacy curriculum, comprising approximately 30%of the professional curriculum. The experiential compo-nent of pharmacy education currently relies heavily onvolunteer and adjunct faculty to provide practical experi-ence in health care settings. It has been estimated thatabout 82 percent of schools/colleges use faculty whoare jointly funded with practice sites and up to 60 percentof the total APPE rotations nationally are provided byadjunct or volunteer faculty.2,3 The need for qualifiedpreceptors is increasing due to new schools/colleges ofpharmacy and enrollment growth in existing programs,4

the increased experiential load in the pharmacy schoolcurricula,5 and the necessity of having preceptors avail-able in a variety of pharmacy practice settings.6 Thisreport will focus on volunteer preceptors, defined as in-dividuals who are not full-time employees of a school orcollege of pharmacywho are responsible for experientialeducation of student pharmacists.

Several entities have established requirements forpharmacy preceptors. According to the 2011 NationalAssociation of Boards of Pharmacy (NABP) Survey ofPharmacy Law, 23 (44%) of the 52 boards of pharmacyrequire pharmacy preceptors to register or communicatewith the board in some matter regarding their role asa pharmacy preceptor.7 In addition, some boards havecriteria that specify a minimum number of years of licen-sure prior to becoming a preceptor and specific training/continuing education or professional development re-quirements that must be met to remain a preceptor.

Schools/colleges of pharmacy are provided directionregarding preceptor qualifications and preceptor devel-opment. Elements of the Accreditation Council for Phar-macy Education (ACPE) Standards and Guidelines8 thatpertain to experiential education include Standard 14(Curricular Core-Pharmacy Practice Experiences), Stan-dard 15 (Assessment and Evaluation of Student Learningand Curricular Effectiveness), Standard 24 (Faculty andStaff—Quantitative Factors), Standard 25 (Faculty andStaff—Qualitative Factors), Standard 26 (Faculty and StaffContinuing Professional Development and PerformanceReview), and Appendix C (Additional Guidance on Phar-macy Practice Experiences). All faculty should be evalu-ated as to their teaching abilities, communication skills,and effectiveness related to pharmacy education. Theseareas can be documented and evaluated utilizing reviewcommittees, experiential site visits by trained individ-uals, and student pharmacist feedback. ACPE Standard

26 states that schools/colleges of pharmacy must have aneffective continuing professional development (CPD)program for full-time, part-time, and voluntary faculty.Guideline 26.1 states that schools/colleges of pharmacymust have or provide support for programs and activitiesfor faculty and preceptor CPD commensurate with theirresponsibilities. It is therefore imperative that schools/colleges of pharmacy develop and maintain preceptordevelopment programs.

While accreditation and other entities have estab-lished criteria for preceptor training and development,the perceptions and needs of the preceptor should alsobe taken into consideration. AACP’s institutional re-search department gathers, analyzes and summarizes datarelated to schools/colleges of pharmacy accredited byACPE.9 The institutional research department has sur-veyed preceptors, via the administration by schools/colleges and the AACP centralized survey system, an-nually since 2009.10 While the preceptor response rateshave averaged 32% over the past 3 years, the stronglyagree and agree responses to questions regarding re-sources and support received by preceptors have in-creased during this time.10 Namely, the strongly agreeand agree responses for 2009, 2010, and 2011 for ongoingcontact with the office of experiential education were78.7%, 80.5%, and 84.1% respectively, support receivedfrom the office of experiential education was 80.5%,81.9%, and 85.6% respectively, and the college/schoolhaving an effective CPD program that is consistent withpreceptor responsibilities was 76.4%, 78.4%, and 81.4%respectively.10 Though the differences were modest andthe response rate low, the results may indicate someimprovement over time.

Accredited pharmacy residency programs have theresponsibility for assuring required preceptor qualifica-tions and professional development. Key areas of precep-tor development named in the American Society ofHealth-System Pharmacists (ASHP) accreditation stan-dards for postgraduate year 1 (PGY1)11 pharmacy resi-dences and postgraduate year 2 (PGY2)12 pharmacyresidencies include the teaching and professional skillsof the residency program director (RPD) and preceptors.Pharmacy residency accreditation standards require thatthe RPD and preceptors should have a record of contri-bution and commitment to the profession of pharmacy(Requirement 5.9); they must demonstrate a desire andaptitude for teaching that requires mastery of the fourpreceptor roles (instructing, modeling, coaching, andfacilitation) when used in teaching clinical problemsolving; and they must also demonstrate the ability toprovide criteria-based feedback and evaluation of the res-idents performance (requirement 5.10).11,12 In addition,


2

the RPD should assess and provide preceptors opportu-nities to enhance the quality of their precepting skills(Requirement 4.3).11,12 According to data reported by theASHP Commission on Credentialing (COC) in August2011, 72% of PGY1 and 64% of PGY2 pharmacy resi-dency programs surveyed were cited for not having ade-quate preceptor development.13 ASHP has multiplesessions for the development of residency program direc-tors and preceptors at the ASHPmidyear clinical meetingand other designated programs, such as the biennial na-tional ASHP residency preceptors conference.

A study was conducted to determine the trainingneeds and interests of volunteer pharmacy preceptors ofsix regionalAPPEprograms throughoutCalifornia.14Ap-proximately 74% of the study respondents indicated aninterest in obtaining additional training. The preferredareas for preceptor development included engaging andmotivating students (69%), update on teaching/preceptingstrategies (60%), questioning students effectively (59%),communicating effectively with students (49%), workingeffectively with different adult learning styles (49%),assessing student performance (47%), and effectively in-tegrating students into day to day workplace activities(42%). Respondents who had received formal preceptortraining were significantly more confident in their abil-ities to clarify expectations, evaluate a student’s knowl-edge, and foster skills related to critical thinking andproblem solving. This information provides potentialareas for future preceptor development programs.

A recent study suggests that being an active pharma-cist preceptor is associated with increased job satisfactionamong pharmacists, but is not necessarily associated withincreased career satisfaction.15 The job satisfaction asso-ciated with precepting student pharmacists was inde-pendent of the type of pharmacy practice setting. Thisinformation may assist schools/colleges of pharmacy aswell as pharmacy practice sites in the recruitment, en-gagement, and retention of pharmacy preceptors.

While the benefits of precepting to preceptors5,16,17

and to practice sites5,16-19 have beenwell documented, theissue of quality precepting continues to be of paramountimportance and discussion in pharmacy and other areas ofhealth care training. Experiential office faculty and staffmembers are striving to meet quality assurance standardsas well as preceptor development needs.6 The responsi-bility for ensuring quality pharmacy practice experiencesfor students, defined as awell-planned, outcomes-focusedtraining experience with adequate supervision and as-sessment by a qualified preceptor within a learning-richpractice environment, resides with schools/colleges ofpharmacy.20 Schools/colleges of pharmacy should haverequirements established for preceptors and practice sites

where precepting occurs that lead to quality pharmacypractice experiences.

Quality in experiential education is pursuant to thepreceptor (practitioner-educator), the learning experiences(collaboratively designedby college, preceptor, and studentpharmacist), and the practice environment.3 A commonthread within this triad is the preceptor. While the focusof many schools/colleges of pharmacy experiential de-partments is on identifying and sustaining an adequatenumber of quality preceptors and practice sites, it hasbeen suggested that the goal of every experiential pro-gram should be to identify, train, develop and maintainquality preceptors.3 The 2004 AACP PAC report pro-vided the following preceptor characteristics that werethought to be conductive to effective learning:

d Is approachable and establishes a good learningenvironment

d Is available to the student for interaction anddiscussion

d Treats the student with trust and respect in theirinteractions

d Demonstrates interest and enthusiasm in teachingd Explains the decision-making process to the stu-dent and asks questions that promote learning

d Stimulates the student to learn independentlyand allows autonomy that is appropriate to thestudent’s level of experience and competence

d Regularly provides meaningful feedback to thestudent, both positive and negative, in a timelymanner

d Is a good role model for the student and inspiresstudent confidence in preceptor’s technical skills

d Is aware of the clerkship goals and objectivesand seeks to meet them

These preceptor characteristics are just as germane intoday’s pharmacy academic environment as they were atthe time of the 2004 AACP PAC report.

Summary of PAC Proposed Policy Statements,Recommendations, and Suggestions

Policy Statement 1 (as amended and voted uponby the 2012 AACP House of Delegates). AACP affirmsthat preceptor development is essential to enhance the qual-ity of experiential education and believes that preceptorsshould possess competencies that include, but are not lim-ited to, leadership/management skills, embodiment of thedevelopment of a practice philosophy focused on improvingpatient outcomes, role modeling as a practitioner, commit-ment to excellence in scholarly teaching, effective commu-nication skills, and encouragement of self-directed learning.

Recommendation 1.AACPwill periodically updateresources in the Academic-Practice Partnership Initiative


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(specifically the Professional Experience Program Li-brary of Resources).

Recommendation 2. AACP will explore estab-lishing and reaffirming formal relationships with nation-ally available pharmacy preceptor training developmentprograms.

Recommendation 3. AACP supports the develop-ment of a national master preceptor recognition program.

Recommendation 4.AACPwill develop a resource/communication vehicle to enable practitioners designatedas a “master preceptor” to communicate best practices/development opportunities with one another and schools/colleges of pharmacy.

Suggestion 1. Schools and colleges of pharmacyshould institute and continuously review a preceptor de-velopment program and ensure that they include the com-petencies of leadership/management skills, embodimentof practice philosophy, role modeling as a practitioner,commitment to excellence in scholarly teaching, effectivecommunication skills, and encouragement of self-directedlearning.

Suggestion 2. Schools and colleges of pharmacyshould make preceptor development programs availablevia a variety of mechanisms to facilitate various learningstyles.

Suggestion 3. Experiential Directors should con-sider collaborating with other schools/colleges of phar-macy in the local/regional area to develop commonapproaches to preceptor development, that allow for con-sistency in communicating performance expectations topreceptors and the potential for sharing resources andtraining opportunities.

Suggestion 4. AACP encourages schools and col-leges of pharmacy to develop and maintain mechanismsfor preceptor recognition.

Suggestion 5. Schools and colleges of pharmacyshould develop or refine their current recognition systemfor preceptors based, in part, on objective criteria.

WHAT IS A “MASTER PRECEPTOR”?The PAC discussed the concept of a “Master Pre-

ceptor” at length and many aspects related to quality andeffectiveness in teaching, practice, community service/involvement and professionalism were offered. Ulti-mately, it was decided that defining the competenciesdesired in all preceptors should be elucidated. ACPEprovides guidance on preceptor training components(Table 1) and the behaviors expected by preceptorswho are positive role models (Table 2).

An outgrowth of the AACP Report of the 2004 Pro-fessional Affairs Committee was the Academic-Practice

Partnership Initiative (APPI).21 APPI was created toidentify strategies and develop resources to increase ca-pacity and enhance quality, efficiency, and effectivenessof professional experience programs. It serves to improvepharmacy education and practice by enhancing opportu-nities for pharmacists to become partners of schools/colleges of pharmacy, enabling member institutions intheir efforts to assist practitioners and organizations to ad-vance patient care services, and to assist administrators atschools/colleges of pharmacy as well as in pharmacy orga-nizations to enhance experiential education. The outgrowthof APPI included a 2005 Summit on Advancing Experien-tial Education in Pharmacy,22 a professional experienceprogram (PEP) library of resources comprised of peer-reviewed resources to prepare and support practitioner

Table 1. Preceptor Training Program Components (Adaptedfrom Appendix C in Reference 8)

Orientation to the college or school’s mission, goals,and values

Review of the college/school’s curriculum and teachingmethodologies

Review of the specific objectives for the pharmacypractice experiences

Guidance regarding the assessment of student pharmacists’prior knowledge and experience relative to the rotation’sobjectives so that the preceptor may tailor the rotationto maximize the educational experience and ensureappropriate student pharmacist interaction

Review of the college or school’s performance assessmentand grading systems

Table 2. Preceptor Role Model Behaviors, Qualities, andValues (Adapted from Appendix C in Reference 8)

Practice ethically and with compassion for patientsAccept personal responsibility for patient outcomesHave professional training, experience, and competence

commensurate with their positionUtilize clinical and scientific publications in clinical care

decision making and evidence-based practiceHave a desire to educate others (patients, caregivers, other

health care professionals, student pharmacists, pharmacyresidents)

Have an aptitude to facilitate learningBe able to document and assess student pharmacist

performanceHave a systematic, self-directed approach to their own

continuing professional developmentCollaborate with other health care professionals as a

member of a teamBe committed to their organization, professional societies,

and the community


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educators and professional experience program person-nel,23 an advanced practice experience site profiling sys-tem (APESPS) which is a toolkit designed to identify,document and profile models of exemplary experientialeducation practice sites exhibiting the APPI-developedquality criteria,24 and the Crystal Academic-Practice Part-nerships for Learning Excellence (APPLE) Award.25

Contained within APESPS are experiential site-spe-cific criteria for excellence and preceptor-specific crite-ria of excellence, which were developed based upon the2001 Institute of Medicine report Crossing the QualityChasm: A New Health System for the 21st Century andthe AACP Center for the Advancement of Pharmaceuti-cal Education (CAPE) Educational Outcomes.26 TheAPPI preceptor-specific criteria of excellence describessix areas necessary for a preceptor to be engaged in effec-tive precepting: possess(es) leadership/managementskills, embody(ies) a practice philosophy, demonstratesbeing a rolemodel practitioner, is an effective, organized,and enthusiastic teacher, encourages self-directed learn-ing with constructive feedback, and has well developedinter-personal communication skills.27

After examining the APPI preceptor-specific criteriaof excellence,23 the PAC recognized the need for precep-tors to place more emphasis on effective teaching. The2008-2009 AACP Task Force for the Recognition ofTeaching Excellence collected best teaching practicesfrom schools/colleges of pharmacy, evaluated the lit-erature to identify evidence-based criteria for excellentteaching, and provided recommendations on the acknowl-edgement and rewarding of teaching excellence.28 Thecharacteristics of a good teacher, as defined by the taskforce, were distilled into six target areas for all precep-tors. These include: (1) having positive student-facultycontact, (2) encouraging effective active learning, (3) set-ting achievable, yet high expectations, (4) respecting di-verse talents and ways of learning, (5) demonstratingeffective communication skills, and (6) having a commit-ment to teaching well.28

The PACexamined both theAPPI preceptor-specificcriteria of excellence and the recommendation by theTask Force on Teaching Excellence and combined theminto six competencies that should be embodied withall pharmacy preceptors. These competency areas andelements that can be used to measure them are found inTable 3. It is recommended that these areas be included inall training programs for pharmacy preceptors.

Just as schools/colleges of pharmacy are encouragedto provide developmental opportunities for its experien-tial education faculty and administrative staff members,29

there is a need for all schools/colleges of pharmacy toestablish training programs for preceptors.30 Effective

preceptor training programs should result in the develop-ment of, and improvement in, student pharmacist learningand satisfaction as well as contribute to providing exem-plary patient care, enhancing current and developing newmodels of care as well as increasing preceptor satis-faction. Preceptor development in pharmacy residencytraining programs offers some valuable suggestions forcreating an effective development plan. These includeunderstanding accreditation standards, conducting aneeds assessment, setting goals for the requirements, de-velopment and improvement of preceptor teaching skills,establishing how the preceptor training and developmentplan will be implemented and assessed, completing train-ing for preceptors (as needed), evaluating the effective-ness of the training, assessing preceptors’ progress towardgoals, and reviewing the entire procedure on an annualbasis.31 Preceptor training programs should be deliveredusing a variety of approaches, including live, electronic,and paper formats, in order to accommodate preceptors.After completion of an initial preceptor training program,ongoing preceptor development should be required ofpreceptors every 1-2 years.

The report of the 2010 AACP Council of SectionsPreceptor Development Task Force provides some valu-able information regarding the types of preceptor devel-opment programcomponents found at schools/colleges ofpharmacy.32 There was a 73% response rate for the sur-vey, which was administered to experiential educationadministrators at schools/colleges of pharmacy. Of these,97% indicated they currently offer preceptor develop-ment programming. The reasons cited by respondentsfor not providing preceptor training included lack of timeand financial resources. These responses are consistentwith findings from the AACP Council of Deans Costs ofExperiential Education Task Force, which reported thatminimal experiential education costs were allocated to-ward preceptor development compared to other experien-tial education program costs, such as faculty salaries,administrative staff salaries, and preceptor stipends.33

Of those who offer preceptor development program-ming, 48% stated they required preceptor development.Most (71%) respondents indicated that their training pro-grams for new and existing preceptors were the same. Avariety of delivery methods were offered for preceptortraining including live, web-based, and electronic pro-grams as well as hard copy training materials. The taskforce recommended several topics for preceptor develop-ment training including how to give feedback, evaluating/grading student pharmacists, how to develop an Introduc-tory Pharmacy Practice Experience (IPPE)/AdvancedPharmacy Practice Experience (APPE), how to manageconflict/dealing with difficult students, professional


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Table 3. Pharmacy Preceptor Competencies (adapted from References 27 and 28)

PreceptorCompetency

Developmentof Competency Competency Attributes

Possess Leadershipand ManagementSkills

Adapted from APPIPreceptor-SpecificCriteria ofExcellence area #127

Demonstrates effective managerial and leadership relationshipswith colleagues and student pharmacists

Demonstrates humility and is self-reflective related to own limitationsMonitors quality of own professional practice, practice at the site,and teaching activities

Demonstrates non-discriminatory behaviorEmbodies Practice

PhilosophyOriginal APPIPreceptor-SpecificCriteria of Excellencearea #227

Motivates and inspires pharmacists and student pharmacists todevelop patient-centered care services

Has a mission and/or vision for pharmacy illustrated by a strategicplan that encourages planning, implementation, and evaluationof programs, initiatives, and standards at their practice site

Insists that administration or ownership supports pharmaceuticalcare services

Role ModelPractitioner

Original APPIPreceptor-SpecificCriteria of Excellencearea #327

Provides or supports high-quality patient-centered care orpharmacy-related services

Practices ethicallyPractice patterned after accepted guidelines or model practicesSolves problems effectively using sound critical thinking andproblem solving skills

Educates and integrates patients, family members, and caregiversin decision making

Interacts professionally with patients, health care providers, andteam members

Commitment toExcellence inScholarly Teaching

Adapted from APPIPreceptor-SpecificCriteria of Excellencearea #427 and teachingexcellence criteria #1and #628

Demonstrates a caring attitude toward student pharmacists (e.g., getsto know them, inquires about previous experiences and futurecareer goals)

Provides prompt assessment and constructive feedbackPromotes cooperation between student pharmacists and othermembers of the health care team (e.g., physicians, nurses, socialworkers, lab technicians, etc.)

Is accessible to student pharmacistsAids student pharmacist learning beyond the normal/regularpractice experience

Teaches by example (e.g., demonstrates patient assessment skills,discusses the clinical reasoning process, practices ethically)

Inspires and motivates student pharmacistsEngages in activities to continually develop teaching skillsInvites and accepts constructive feedback to improve teaching skillsIncorporates new techniques to promote learning

EffectiveCommunicationSkills

Adapted from APPIPreceptor-SpecificCriteria of Excellencearea #627 and teachingexcellence criterion #528

Demonstrates enthusiasm and passion for his or her practiceDisplays compassion and is caring toward patientsCommands student pharmacist attention and maintains itProvides substantive information and clarifies when necessaryRaises thought-provoking and significant questions instead of justproviding answers

Demonstrates awareness and understanding of how cultural elements(e.g., beliefs, values, practices) can impact patient behaviors,health communication and patient outcomes

Exhibits excellent interpersonal skills within an interprofessionalhealthcare team and/or environment

(Continued)


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communication skills, cultural competence, incorporatingstudent pharmacists into the practice setting, evaluatingpracticemanagement, and ethics for preceptors.32A varietyof preceptor training programs were reported in the survey.These include live (92%) and web-based (52%) school-developedprograms,Pharmacist’sLetterPreceptorTrainingand Resource Network34 (81%), the APhA/National As-sociation of Chain Drug Stores (NACDS) FoundationCommunity Pharmacist Preceptor Education Program35

(64%), and the Collaborative Education Institute (CEI)preceptor program.36 While the APhA/NACDS Foun-dation Preceptor Program35 and the Collaborative Edu-cation Institute (CEI)36 have direct involvement withschools/colleges of pharmacy and its experiential edu-cation faculty, the Pharmacist’s Letter Preceptor Train-ing and Resource Network34 was discussed in the taskforce report as having limited input from academicpharmacy. Given the large number of schools/colleges ofpharmacy utilizing this training program, it may be bene-ficial for AACP to explore a formal relationship with ThePharmacist’s Letter for its preceptor training/developmentprogram.

There aremanyother examples of preceptor training/development programs provided by schools/colleges ofpharmacy. Efforts such as an Academy of Preceptors,37

developing a center of teaching excellence,38 using a Lear-ningBridge� tool,39 and other programs targeting specificpractice settings40-43 are tools that schools/colleges canreview and consider implementing to enhance and expand

their level of preceptor training. Teaching certificate pro-grams are also an example of training that can be extendedto preceptors to advance their teaching skills.44,45 Manyschools/colleges of pharmacy have developed consortiumsto provide training and development for preceptors in spe-cific regions and such approaches should be consideredwhen possible to promote consistency and efficiency.46,47

Many schools/colleges of pharmacy have also developedan experiential education newsletter that address timelyissues in experiential education and can also provide anavenue for preceptor recognition. A listing of preceptortraining and development programs, including some out-side of pharmacy, are found in Appendix I.

Preceptors, just as all other teachers and educators,should be assessed for their effectiveness in teaching.Schools/colleges should have a continuous quality im-provement process in place to ensure preceptor devel-opment programs are achieving outcomes related toincreasing preceptor effectiveness.Most schools/collegesof pharmacy do this through student pharmacist evalua-tions of the practice experience and practice site visitsperformed by experiential department personnel. Studentpharmacist evaluations are sometimes criticized as beingsubjective and therefore having an evaluation instrumentwith specific questions designed to solicit factual-basedresponses is necessary.3 Additional assessments that maybe used include preceptor self-assessment, monitoringof completion of preceptor development modules, and(re)appointment procedures for preceptors that collect

Table 3. (Continued )

PreceptorCompetency

Developmentof Competency Competency Attributes

EncouragesSelf-DirectedLearning

Adapted from APPIPreceptor-SpecificCriteria of Excellencearea #527 and teachingexcellence criteria #2, 3,and 428

Assesses the student pharmacist’s baseline knowledge, skills,and abilities

Defines objectives and expectations for the practice experienceDevelops plan to meet objectives for practice experience (activities,experiences, assignments, reading, reflections)

Teaches to the level of the student pharmacistModels appropriate skills and behavior for practice setting(e.g., efficiency)

Coaches student pharmacist behavior through effective, constructive,and timely feedback

Creates a safe yet challenging learning environmentTreats student pharmacists as colleagues-in-trainingEncourages student pharmacists to be independent, lifelong learnersRespects student pharmacists individuality with fairness and balanceRecognizes and teaches to different learning stylesIntegrates and includes student pharmacists into practice experienceStimulates and engages the student pharmacist in critical thinking skillsEncourages student pharmacist’s self-reflection on quality of tasksand efficiency of tasks


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information on training and development completed re-garding education/precepting.

To go beyond regular preceptor development and as-sessment, each school/college of pharmacy should developtheir owndefinition andcriteria for preceptor excellence.A“master preceptor” should not only encompass the compe-tencies described in Table 3, they should demonstrate thecompetencies over time by their education, practice, citi-zenship, and recognition by their peers, supervisor(s), andother organizations.

RECOGNITION OF PRECEPTORTEACHING EXCELLENCE

Recognition of a job well done is valued by mostpeople in a variety of situations, including academic phar-macy. Many schools/colleges of pharmacy offer tangiblebenefits for being a preceptor including books, clinicalappointments, continuing education, tuition credits, sti-pend or salary compensation, and access to drug infor-mation, library resources, and referencematerials.6Manyschools/colleges of pharmacy recognize faculty withawards and some include preceptor awards. Institutionalteaching awards result in varying outcomes on facultyrecruitment and retention.48-50

In order to attract and retain high quality preceptors,schools/colleges should ensure that preceptors are pro-vided incentives and recognition for supporting the ex-periential component of their curriculum.30 In a surveyof preceptor awards provided by schools/colleges, 79%of the respondents indicated providing recognition forpreceptors/volunteer faculty members.48 Recognitionsincluded a plaque or certificate, recognition at a ceremony/luncheon, monetary award, and/or travel funds for a pro-fessional conference.48 Other forms of preceptor recog-nition have included authorship in preceptor/experientialeducation newsletters and recognition in national commu-nications.51 Various categories of preceptor recognitionexist (eg, new preceptor of the year, IPPE preceptor ofthe year, APPE preceptor of the year) as well as differingmechanisms for selecting preceptor awards (i.e., studentpharmacist vote, school/college committee vote followingnominations, administrative decision, or course evaluationsurveys).48 National pharmacy practice organizations alsorecognize the value of pharmacy preceptors and examplesof such recognition programs are listed in Table 4.

The PAC believes that schools/colleges of phar-macy should develop preceptor recognition programsthat distinguish and celebrate excellence in teachingand other essential elements in precepting. These pre-ceptor recognition programs should be based, in part,on objective data, and should include some element

of the three primary sources of evidence/data used tomeasure teaching excellence: (1) student pharmacists/learners and alumni; (2) peers, administrators, and/or in-structional specialists; and (3) the teacher himself/herselfin the form of self-assessment and reflection.28 Schools/colleges of pharmacy should create valid and reliablemethods by which to judge and formally recognize pre-ceptor teaching excellence.28

The PAC also believes that a national “master pre-ceptor” recognition program should be created to rewardand celebrate those preceptors who are exemplary in pre-cepting and teaching. This program should be recognizedbymultiple pharmacy organizations, yet be administratedby AACP, as it is the national association representingpharmacy education. This AACP Master Preceptor Rec-ognition Programwould be based on criteria related to thepreceptor’s training/education in teaching, practice com-petency, citizenship, and recognition by other persons andorganizations.

The AACP Master Preceptor Recognition ProgramThe purpose of the AACP Master Preceptor Recog-

nition Program is to recognize preceptors who do not di-rectly report to a school/college of pharmacy for theirprofessional practice position and who have demon-strated sustained commitment to excellence in expe-riential education. This program, to be made availableannually at the beginning of each academic year (ie,August/September) would consist of a self-nominationprocess where preceptor applicants would completeand submit an application and a portfolio of supportingdocumentation.

Program Submission Materials (Content)The program submission information should include

an application that requests information from the previousfive years. Exceptions to the five year period could beconsidered for extenuating circumstances (eg, extendedleave of absence). All preceptors should be licensedpharmacists or recognized in their field of expertiseby the appropriate licensure/registration and be in goodstanding.

The applicant must submit a personal statement/reflection statement on precepting. This statement shoulddescribe as specifically as possible their philosophy andachievements in the areas of education, professional prac-tice, citizenship (service), and recognition, and how thesedemonstrate their pursuit of excellence in experientialeducation. The personal statement/reflection should beno more than 5 pages in length and have specifics onformatting (ie, font size) as well as detailed instructions/references on how to write a personal statement.


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Table

4.National

PharmacyAssociations’

PreceptorRecognitionPrograms

Organization

TypeofRecognition

Program

Criteria

Website

National

Association

ofChainDrug

Stores(N

ACDS)

Foundation

CommunityPharmacy

Preceptorofthe

YearAward

Recipientshavemadesignificant

contributionsto

theeducationof

thestudentpharmacistduringAPPE

rotationsin

thecommunitysetting

through:offeringaunique,

cutting

edgeexperience

attrainingstudent

pharmaciststo

providepatient

services;beingan

exem

plary

mentor

andinspires

studentpharmaciststo

be

betterpatientadvocates;achieved

accomplishmentsthat

enhance

student

pharmacisteducationandpatientcare.

http://www.nacdsfoundation.org/W

HATWEDO/

SCHOLARSHIPSANDSTUDENTOPPORTUNITIES/

Com

munityPharm

acyPreceptoroftheY

earAward.aspx

National

Community

PharmacistsAssociation

(NCPA)Foundation

NCPA

FoundationNational

PreceptoroftheYear

Recipientshavemadesignificant

contributionsto

studentpharmacist

educationas

apreceptorin

the

communitypracticesetting

through:dem

onstratinghigh

standardsofprofessionalism

(leadership,service,

innovation,

exem

plary

professional

ethics);

commitmentto

studentpharmacists

asamentorandeducator,unique

teachingtechniques,ongoing

professional

involvem

entbeyond

theexperience.

http://ncpafoundation.org/awards.shtm

l

American

Societyof

Health-System

Pharmacists

(ASHP)Researchand

EducationFoundation

PharmacyResidency

Excellence

Award

Recipientshaveahistorical

dem

onstrationofsignificant

contributionsto

residency

training

intherole

ofpreceptorandmentor;

dem

onstrate

leadership

qualities;

respectedbypeers;innovative

residenteducator;contributesto

research

andservicewithin

communityandorganizationlevels;

haveatrackrecord

fordeveloping

residentswiththesamequalities,

whilecontributingto

thepositive

influence

oftheresident’scareer.

http://www.ashpfoundation.org/

MainMenuCategories/Awards/

PharmacyResidencyExcellenceAwards.

aspx

(Continued)


9

The applicant must also submit letters of recom-mendation attesting to the preceptor’s education and/orpractice competency. Letters from the following individ-uals should be submitted with the application:

1. Dean or Experiential Education Director [orother designate] from the applicable school(s)/college(s) of pharmacy;

2. Previous IPPE or APPE students who havegraduated from pharmacy school (total of 3graduates); and

3. A direct supervisor, peer, or direct report of thepreceptor.

Table 5 displays the suggested additional submissionmaterials for the AACP Master Preceptor RecognitionProgram in the areas of education, practice, citizenship,and awards. The absolute submission column containsinformation of definitive requirements for master pre-ceptor recognition that will be contained in the applica-tion. The additional supporting documentation columncontains elements that can be demonstrated/illustratedin a portfolio or similar other system. Further develop-ment and refining of the program application contentshould be pursued by AACP and other interested stake-holders.

Program EvaluationPreceptor applicants will submit their materials to an

evaluation committee. This committee will have the ad-ministrative assistance of an AACP staff member (whowill not have a vote on the applicants) and be comprised ofAACP Experiential Education Section member leader-ship (ie, president, president-elect, immediate past presi-dent) and representatives (preferably members involvedin experiential education) of pharmacy practice orga-nizations, such as ACCP, ASHP, APhA, the NACDSFoundation, and the National Community PharmacistsAssociation (NCPA). Other potential evaluation teammembers may include representatives from the AACPPharmacy Practice Section and the AACP Social and Ad-ministrative Sciences Section. The evaluation committeeshould be comprised of no more than 15 members andmay eventually include past master preceptor recipients.The evaluation team should be sent all submitted appli-cations electronically for review and evaluation based onan assessment formulated from the recognition programattributes. Following the individual committee membersreview, the entire committee will meet virtually to deter-mine master preceptor designees. There should be no setnumber of master preceptor awardees allocated per yearas long as budgetary guidelines for the recognition pro-gram are satisfied.T

able

4.(C

ontinued

)

Organization

TypeofRecognition

Program

Criteria

Website

American

Pharmacists

Association(A

PhA)

CommunityPharmacy

Residency

Excellence

inPreceptingAward

Recipientsarerecognized

based

onthe

following:APhA

andother

leadership

roles;communityservice;

has

influence

over

residentorresidency

program;provides

aninnovative

practiceorscholarlyactivities;be

involved

inadvocacy

andthe

promotionofcommunitypharmacy

residency

training.

http://www.pharmacist.com/AM/

Tem

plate.cfm

?Section=Awards&

Tem

plate=/TaggedPage/

TaggedPageD

isplay.cfm

&TPLID

=114&ContentID=18554


10

Table

5.SubmissionElementsfortheAACPMasterPreceptorRecognitionProgram

Competency

Area

PreceptorCompetency

Dem

onstration

Absolute

SubmissionItem

(s)

AdditionalSupporting

Documentation

Education

Preceptorparticipates

infaculty

developmentprogramsandactivities

that

foster

thepreceptor’sabilityto

teachstudentpharmacists.

Has

attended,over

thepreviousfive(5)years,

atleast15hours

ofdevelopmentcourse

contentrelatedto

educationandteaching

studentpharmacists(ie,continuingeducation

orcontinuingdevelopmentprogramming

relatedto

preceptorskilldevelopment)

Has

received

a“superior”

orsimilar

ratingbya

majority

ofstudentpharmacistsonevaluations

over

theprevious5years:should

beverified/

provided

byExperiential

Education

departm

ent(s)

Has

provided

consistentstudentpharmacist

contact

anaverageof24weeks/year

over

4-5

years

Presented(poster

session,podium

session,or

other

avenue)

orpublished

onan

education

topic(s)

Mentoredorsupervised

studentpharmacist

research

projects

Developed

and/ordelivered

aneducation

program

forother

preceptors

Participated

inother

avenues

ofteachingat

school(s)/college(s)

ofpharmacy(ie,

didacticlectures,sm

allgroup)

Evaluationsofpreceptorship

byExperiential

Educationand/orpeers

Practice

Preceptorparticipates

incontinued

professional

developmentto

improveandsustaintheir

individual

practicecompetency

aswellas

toadvance

the

competencies

oftheirpracticesite.

Record

ofcontinued

professional

development

relatedto

theirpracticearea

Appointedto

appropriatepolicy

and/orother

committees

oftheirpracticesite

departm

ent/

organization/company

Area(s)

ofprivileging

Involvem

entin

collaborativepractice

Form

alrecognitionbypeers

asamodel

practitioner

(ie,

Boardcertification,fellow

status,certificatetrainingprogram

such

asim

munization,medicationtherapy

managem

ent,anticoagulation,other

recognized

certifications,acertified

diabetic

educator)

Serviceas

areviewer

ofcontributedpapersfor

manuscriptssubmittedforpublication

Abstract

reviewer

forprofessional

meetings

Publicationsin

journals/peerreviewed

publications

Preceptorforother

trainingprograms,such

aspharmacyresidency,pharmacyinternships,

other

healthprofessions

(Continued)


11

Program RecognitionThe recipients of the AACP Master Preceptor Rec-

ognition Program will receive a certificate of recognitionthat is valid for the five years following the award notifi-cation. The master preceptors can submit materials, tobe determined and developed by the AACP ExperientialEducation Section, for reaffirmation/renewal of theirmaster preceptor recognition status every five years.Master Preceptor Recognition recipients will receivea travel stipend to receive their award at their AACP/National Association of Boards of Pharmacy (NABP) re-gional meeting,52 which are generally held in late sum-mer/early fall. In addition, recipients will have their nameadvertised via various communication vehicles of AACPand other pharmacy practice organizations and can becelebrated by the school(s)/college(s) of pharmacy ofwhich they are a preceptor. They will also receive a freeAACP membership for the length of their recognitionperiod (5 years), which will provide the opportunity tofurther develop their skills through AACP programmingand resources.

Program OutcomesA variety of other potential valuable outcomes may

result from the AACPMaster Preceptor Recognition Pro-gram. Mechanisms such as an AACP special interestgroup [SIG], LinkedIn, or Facebook page could be de-veloped for the AACP Master Preceptor recipients tocommunicate with one another and other stakeholdersinterested in precepting. Recipients could also be usedfor continuing education/continuing professional devel-opment programming for preceptors at schools/collegesof pharmacy as well as national, state, and regional phar-macy meetings. The formation of an Academy of MasterPreceptors, comprised of current AACPMaster Preceptorrecipients, could serve as an advisory board to AACP andother interested stakeholders to develop standards andbest practices for effective and exemplary preceptingand preceptor development.

CONCLUSIONThe application of knowledge in practice environ-

ments is an effective and accepted learning experiencemethodology used by many professions including phar-macy. Reliance on experiential educators has expandedin quantity and diversity of experience concurrently withthe increased numbers of ACPE accredited schools/colleges of pharmacy across theUnited States. Consensusfrom practitioners, practice organizations, and acade-mia on recognizing themerits of experiential educatorsand the need for consistent training and education of theseT

able

5.(C

ontinued

)

Competency

Area

PreceptorCompetency

Dem

onstration

Absolute

SubmissionItem

(s)

AdditionalSupporting

Documentation

Citizenship

Preceptorisinvolved

intheir

community(includes

pharmacyand

general

public)

Activeinvolvem

entin

pharmacylocal,state,

and/ornational

organizations(ie,

elected

officer

orboardmem

ber,task

force,

chair,

standingcommittee)

Dem

onstrationofpharmacyinnovationby

takinginitiative,

creatingnew

/revised

practicemodels

Advisorforstudentpharmacistsforpublic

health,communityoutreach

(ie,

screenings),

andother

associated

events

Activeinvolvem

entin

non-profitcommunity

outreach

organizations(ie,church,

Red

Cross,free

clinics)

Has

contributedto

apublicaw

areness

educationcampaignor

associated

programs

Awards

Preceptorhas

received

accolades

from

other

organizationsorinstitutions

School/collegeofpharmacyaw

ard(ie,

preceptor,alumni,service)

Employer

preceptororserviceaw

ard

State

and/or

national

associationrecognition/aw

ard

Civic

award(s)

Any

otherprofessional

orsocial

recognition

aCertificationProgramsforPharmacists.CouncilonCredentialingin

Pharmacy(CCP)website.http://pharmacycredentialing.org/ccp/Files/CertificationPrograms-comprehensivelist08-

10Final.pdf.AccessedFebruary21,2012.


12

practice educators has been proposed. Supporting theprofessional development of teaching practitioners andcultivating these practitioners to pursue teaching excel-lence to the benefit of student pharmacists would bemost readily achieved by a cooperative effort by allinterested professional stake holders. Though the abil-ity and efforts put forth by experiential educators hasbeen recognized by many schools and colleges of phar-macy, the need to step forward, share and recognize theleadership and commitment to excellence in teach-ing student pharmacists at a higher level is best di-rected by AACP, the national organization of pharmacyeducators.

In response to the charge by AACP President BrianCrabtree, this committee examined preceptor recognitionprograms in pharmacy and other professions. The com-mittee evaluated the potential benefits and challenges thatwould be required in defining a “Master Preceptor” thatsupported the schools and colleges of pharmacy programsalready in place. Continuing to partner with members ofthe Academy and supporting the advancement of bothour student pharmacists and our valuable preceptors ledto the development of the proposed policy statements andrecommendations related to preceptor development andrecognition.

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Accessed July 7, 2012.

9. AACP Institutional Research. http://www.aacp.org/RESOURCES/RESEARCH/INSTITUTIONALRESEARCH/Pages/default.aspx.Accessed July 7, 2012.10. AACP Preceptor Survey Information and Summary Reports.http://www.aacp.org/resources/research/institutionalresearch/Pages/PreceptorSurveyInformationandSummaryReports.aspx. Accessed

July 7, 2012.11. American Society of Health-System Pharmacists. ASHPaccreditation standard for postgraduate year one (PGY1) pharmacyresidency programs. http://www.ashp.org/DocLibrary/Accreditation/ASD-PGY1-Standard.aspx. Accessed July 7, 2012.12. American Society of Health-System Pharmacists. ASHP

accreditation standard for postgraduate year two (PGY2) pharmacyresidency programs. http://www.ashp.org/DocLibrary/Accreditation/ASD-PGY2-Standard.aspx. Accessed July 7, 2012.13. American Society of Health-System Pharmacists. Commissionon Credentialing meeting highlights. http://www.ashp.org/DocLibrary/Accreditation/Communiqu-Newsletter/Communique-Fall-2011.aspx.Accessed July 7, 2012.14. Assemi M, Corelli RL, Ambrose PJ. Development needs ofvolunteer pharmacy practice preceptors. Am J Pharm Educ. 2011;75(1):Article 10.15. Payakachat N, Ounpraseuth S, Ragland D, et al. Job and careersatisfaction among pharmacy preceptors. Am J Pharm Educ. 2011;75(8):Article 153.16. Baldor RA, Brooks WB, Warfield MD, et al. A survey ofprimary care physicians’ perceptions and needs regarding theprecepting of medical students in their offices. Med Educ. 2001;35(8):739-795.17. Kumar A, Loomba D, Rahangdale RY, et al. Rewards andincentives for nonsalaried clinical faculty who teach medicalstudents. J Gen Intern Med. 1999;14(6):370-372.18. Chisholm MA, Hawkins DW, Taylor AT. Providingpharmaceutical care: are pharmacy students beneficial to patients?Hosp Pharm. 1997;32(3):370-375.19. Briceland LL, Kane MP, Hamilton RA. Evaluation of patient-care interventions by PharmD clerkship students. Am J Hosp Pharm.1992;49(5):1130-1132.20. Haase KK, Smythe MA, Orlando PL, et al. ACCP White paper:quality experiential education. Pharmacotherapy. 2008;28(10):219e-227e.21. American Association of Colleges of Pharmacy Academic-Practice Partnership Initiative. http://www.aacp.org/resources/education/APPI/Pages/default.aspx. Accessed July 7, 2012.22. American Association of Colleges of Pharmacy AcademicPractice Partnership Initiative Summit to Advance ExperientialEducation in Pharmacy: Final Report and Proceedings. http://www.aacp.org/resources/education/APPI/Documents/SummitFinalReport.pdf. Accessed July 7, 2012.23. Professional Experience Program (PEP) Library of Resources.http://www.peplibrary.vcu.edu/index.html. Accessed July 7, 2012.24. American Association of Colleges of Pharmacy. Development ofa profile system to display exemplary pharmacy Practice experientialsites. http://www.aacp.org/resources/education/APPI/Documents/ExemplaryPPEs.pdf. Accessed July 7, 2012.25. AACP Crystal APPLE Award. http://www.aacp.org/career/awards/Pages/crystalappleaward.aspx. Accessed July 7, 2012.26. American Association of Colleges of Pharmacy Center for theAdvancement of Pharmaceutical Education, Educational Outcomes2004. http://www.aacp.org/resources/education/Documents/CAPE2004.pdf. Accessed July 7, 2012.


13

27. American Association of Colleges of Pharmacy Academic-Practice Partnership Initiative (APPI) Preceptor-Specific Criteria ofExcellence. http://www.aacp.org/resources/education/APPI/Documents/Preceptor%20Criteria%20PPEs.pdf. accessed July 7, 2012.28. Hammer D, Piascik P, Medina M, et al. Recognition of teachingexcellence. Am J Pharm Educ. 2010;74(9):Article 164.29. Reynolds JR, Briceland LL, Carter JT, et al. Experientialeducation delivery—ensuring success through support anddevelopment of the faculty and administrative team: Report of the2004-2005 Professional Affairs Committee. 2005;26(5):Article S9.30. Haase KK, Smythe MA, Orlando PL, et al. ACCP White paper:quality experiential education. Pharmacotherapy. 2008;28(10):219e-227e.31. Ricchetti C, Jun A. Strategies and resources for successfulpreceptor development. Am J Health-Syst Pharm. 2011:68:1837-1842.32. 2010 AACP Council of Sections Preceptor Development TaskForce. Report made available from Denise Soltis, Chair of the 2010AACP Council of Sections Preceptor Development Task Force, July15, 2011.33. Final Report of the Council of Deans Costs of ExperientialEducation Task Force. http://www.aacp.org/governance/councildeans/Documents/FINAL%20REPORT%20-%20AACP%20Cost%20Exp%20Ed%20TF%20-%205-26-09.pdf. Accessed July 7, 2012.34. The Pharmacist Letter Preceptor Training and ResourceNetwork. http://pharmacistsletter.therapeuticresearch.com/ptrn/default.aspx?cs5&s5PL. Accessed July 7, 2012.35. American Pharmacists Association (APhA) and NationalAssociation of Chain Drug Stores (NACDS) Foundation CommunityPharmacist Preceptor Education Program. http:/www./pharmacists.com/AM/Template.cfm?Section5Preceptor_Resources. AccessedJuly 7, 2012.36. Collaborative Education Institute Preceptor Program. http://www.theceinstitute.org/Preceptor.aspx. Accessed July 7, 2012.37. Boyle CJ, Morgan JA, Layson-Wolf C, et al. Developing andimplementing an academy of preceptors. Am J Pharm Educ. 2009;73(2):Article 34.38. Andurkar S, Fjortoft N, Sincak C, et al. Development of a centerfor teaching excellence. Am J Pharm Educ. 2010;74(7):Article 123.39. Karimi R, Cawley P, Arendt CS. Learning bridge tool to improvestudent learning, preceptor training, and faculty teamwork. Am JPharm Educ. 2011;73(3):Article 46.

40. Cerulli J, Briceland LL. A streamline training program forcommunity pharmacy advanced practice preceptors to enable optimalexperiential learning opportunities. Am J Pharm Educ. 2004:68(1):Article 9.41. Scott DM, Narducci WA, Jungnickel PW, et al. Pharmaceuticalcare preceptor training and assessment in community pharmacyclerkship sites. Am J Pharm Educ. 1999;63(3):265-271.42. Rodis JL, Legg JE, Casper KA. Partner for promotion: Aninnovative advanced community pharmacy practice experience. AmJ Pharm Educ. 2009;72(6):Article 134.43. Bianco T, Haxby DG, Vanderveen RP, et al. Development ofambulatory clerkships in a managed care setting. Am J Pharm Educ.1996;60(1):48-52.44. Romanelli F, Smith KM, Brandt BF. Teaching residents how toteach: a scholarship of teaching and learning certificate program(STLC) for Pharmacy Residents. Am J Pharm Educ. 2005;69(2):Article 2.45. Gettig JP, Sheehan AH. Perceived value of a pharmacy residentteaching certificate program. Am J Pharm Educ. 2008;72(5):Article104.46. Duke LJ, Unterwagner WL, Byrd DC. Establishment of a multi-state experiential pharmacy program consortium. Am J Pharm Educ.2008;72(3):Article 62.47. McDuffie CH, Duke LJ, Stevenson TL. Consortium-basedapproach to an online preceptor development program. Am J PharmEduc. 2011 10;75(7):Article 135.48. Kalis MM, Kirschenbaum HL. Faculty awards at US collegesand schools of pharmacy. Am J Pharm Educ. 2008;72(4):Article 85.49. Chism NVN. Teaching awards: what do they award? J HighEduc. 2006;77(4):589-617.50. Batshaw ML, Plotnick LP, Petty BG, et al. Academic promotionat a medical school: experience at Johns Hopkins University Schoolof Medicine. New Engl J Med. 1988;318(12):741-747.51. 20Ways. www.rxinsider.com/20Ways/. Accessed February 21,2012.52. NABP/ACCP District Meeting Dates and Locations. http://www.nabp.net/meetings/district-meetings. Accessed July 7, 2012.53. Certification Programs for Pharmacists. Council on Credentialingin Pharmacy (CCP) website. http://pharmacycredentialing.org/ccp/Files/CertificationPrograms-comprehensivelist08-10Final.pdf.Accessed July 7, 2012.


14

Appendix 1. Preceptor Development Programs/Resources

Name of Program/Resource Description of Program/ResourceWeb site for Additional

Information

American Association of Collegesof Pharmacy (AACP)/VirginiaCommonwealth University ProfessionalExperience Program (PEP) Library ofResources

Peer-reviewed, annotated onlinelibrary of resources to prepare andsupport practitioner educators andprofessional experience programpersonnel.

http://www.aacp.org/resources/education/APPI/Pages/default.aspx

American College of Clinical Pharmacy(ACCP) Academy Certificate Programs

Certificate programs, which are18-hours of continued professionaleducation (CPE) that are completedover a 2-year period, are available infour areas: Teaching and Learning,Career Advancement, Leadershipand Management, and Research andScholarship.

http://www.accp.com/academy/index.aspx

American Pharmacists Association (APhA)and National Association of Chain DrugStores (NACDS) Foundation CommunityPharmacist Preceptor Education Program

Continuing education programdesigned to develop skills to be aneffective preceptor in communitypractice.

http://www.pharmacist.com/AM/Template.cfm?Section5Preceptor_Resources

American Society of Consultant Pharmacists(ASCP) Become a Preceptor Website

This Website provides references andpresentation regarding precepting.

https://www.ascp.com/articles/become-preceptor

The American Society of Health-SystemPharmacists (ASHP) Preceptor SkillsResource Center

An online resource center wherepreceptors of pharmacy residents orstudent pharmacists can obtaininformation and resources aboutpreceptor development. Informationincludes articles, presentations andtraining, guidelines/policies/bestpractices, and books and externalresources.

http://www.ashp.org/menu/PracticePolicy/ResourceCenters/PreceptorSkills.aspx

Collaborative Education Institute (CEI) Develops comprehensive andinnovative continuing professionaldevelopment and educationalactivities for pharmacists, includingthose specifically designed forpreceptors. Preceptor developmentmodules are designed to be incompliance with ACPErequirements.

http://www.theceinstitute.org andhttp://www.theceinstitute.org/Preceptor.aspx

Education Scholar: Module 4C: Learningin the Experiential Setting

This module is designed to prepare thepreceptor as an educator bydeveloping skills to improveteaching in the experiential settingto maximize learning. This moduleis part of the Education Scholarseries and is available for a fee(either as an individual module orthe entire program).

http://www.educationscholar.org/

Georgia Statewide Area Health EducationCenters (AHEC) Network

Six online preceptor learning modules. http://www.georgiahealth.edu/ahec/cbfdevelop/modules.html

(Continued)


15

Appendix 1. (Continued )

Name of Program/Resource Description of Program/ResourceWeb site for Additional

Information

Kirksville College of Osteopathic MedicinePreceptor Professional Development

Website containing online material forpreceptor education in the areas ofteaching skills, staying current withmedical education journals, andexploring resources for clinicalteaching support.

http://www.atsu.edu/kcom/preceptors/education/web_resources.htm

KU-Wichita: Family and CommunityMedicine Preceptor Teaching Skills

Free, online tools for reviewing anddeveloping preceptor teachingskills. Although designed forpreceptors of medical students andresidents, many of these resourcesare applicable to all health carepreceptors.

http://wichita.kumc.edu/fcm/precpdev/pskills.html

Mountain Area Health Education CenterPreceptor Development Program

Free, online preceptor developmentprogram for designed forcommunity-based preceptors.

http://www.mahec.net/pdp/pdp_info.aspx?a59

Southern New Hampshire Area HealthEducation Center Preceptor DevelopmentProgram

Free, online modules, additionalresources and links designed for thedevelopment for community-basedpreceptors.

http://www.snhahec.org/preceptor_development.cfm

Texas Joint Committee on InternshipPrograms

Continuing education programs forpreceptors offered jointly by theTexas Board of Pharmacy andthe schools/colleges of pharmacyin Texas.

http://www.utexas.edu/pharmacy/general/experiential/practitioner/news.html

The Pharmacist’s Letter PreceptorTraining and Resource Network

Program is designed to provide anonline platform to connectpharmacists to teaching resources,preceptor training programs, andassist schools/colleges of pharmacyto enhance the precepting offered bythe pharmacists who participate inthe program. Participants must havesubscription to Pharmacist’s Letterto access the Preceptor Training andResource Network.

http://pharmacistsletter.therapeuticresearch.com/ptrn/default.aspx?cs5&s5PL

University of Medicine and Dentistryof New Jersey

Website that provides links toadditional resources for training andteaching clinicians.

http://cte.umdnj.edu/clinical_education/clined_tips.cfm

University of Virginia Health SystemPreceptor Development Program

An online module-based preceptortraining program that includesinformation on teaching andlearning styles, providing feedback,teaching “clinical competencies,”and student evaluation.

http://www.med-ed.virginia.edu/courses/fm/precept/index.htm


16