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Demys&fying Precep&ng in the PharmD for Prac&cing Pharmacists Program
Experien&al Educa&on Course Coordina&on
Sheila Walter Pharm 511, 512, 513 and 514 Email: [email protected]
Phone: 780 492-‐5513
Office days: Monday to Thursday
Tara Leslie Pharm 515 Email: [email protected]
Office days: Wednesday to Friday
The program focuses on enhancing pharmacists’ ability to:
• confidently take responsibility for and manage drug therapy
• manage complexity and uncertainty
• self-‐assess & direct ones’ learning to support CPD • provide educaSon to students, paSents and other HCP
Pharm D For Prac&cing Pharmacists – Experien&al Educa&on Goals Pre Placements
• Pharm 501: CriScal Analysis of Evidence in PracSce • Pharm 502: Advanced PaSent Care Skills and Health Assessment • Pharm 503: Advanced Pharmacotherapy • Pharm 504: Frameworks for Teams, CollaboraSon and EducaSon Concurrent with Placements • Pharm 505: Seminars How they are taught • emphasis on acSve & self directed learning through problem solving,
applicaSon to paSent scenarios to acquire and develop knowledge & skills
Course Work
• Apply the principles of evidence-‐based medicine (EBM) in clinical pracSce.
• Formulate an answerable, focused quesSon • Demonstrate an advanced ability to search on-‐line databases
including synthesized sources for the best evidence. • CriScally appraise various types of evidence for validity, clinical
relevance, and applicability • Apply evidence to clinical situaSons while individualizing
recommendaSons based on clinical experSse and paSent values.
Cri&cal Analysis of Evidence in Prac&ce
• Demonstrate a systemaSc approach to paSent assessment • Apply physical assessment findings to medicaSon assessment and
monitoring • Assess various symptoms of paSents with respect to history,
physical and laboratory findings, and potenSal drug and disease causes.
• Explain the role and uSlity of specialty assessments in paSent care (geriatric assessment, mental health)
Advanced Pa&ent Care Skills and Health Assessment
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Developed knowledge and/or skills in the following key areas: • breadth and depth of therapeuSc knowledge in core disease states • decision making within the paSent care process • managing medicaSon therapy • communicaSon and collaboraSon: paSent care team • evidence based medicine: criScal appraisal and translaSon to
paSent care • biopsychosocial model of care • pharmacokineScs
Advance Pharmacotherapy
• Discuss issues related to preceptorship • Develop an educaSon plan for diverse audiences including professionals, public, paSents and groups of paSents
• Describe elements of group development, group dynamics, and group effecSveness
• Evaluate a group experience
Frameworks for Teams, Collabora&on and Educa&on
• PHARM 511 -‐ PaSent Care in a CollaboraSve Team • AddiSonal emphasis on interprofessional collaboraSon
• PHARM 512 – PaSent Care in Acute Care
• PHARM 513 – PaSent Care in Community PracSce or Ambulatory Care
• PHARM 514 – Repeat of PHARM 511, 512, 513
• PHARM 515 – Specialty ElecSves • PaSent care, non-‐paSent care, or combinaSon
Experien&al Courses
PharmD Student’s perceived strengths*
• Time management skills • MoSvaSon to learn • CriScal appraisal skills • PaSent assessment process (head to toe/ROS) • Process when they don’t know what to do
*Taken from a PharmD focus group discussion
What is a PharmD Student
• Student’s baseline abiliSes will vary; expect growth throughout placement
• Organize Sme to fulfill all placement commitments • Complete acSviSes under indirect supervision • Show iniSaSve and acSvely parScipate all learning opportuniSes. • Assume responsibility and accountability for paSent care • Develop care plans that address complexity & ambiguity in pracSce
Preceptor’s Expecta&ons of Student
• Responsible for their decisions and acSon • Fulfill the pharmacist’s role over the course of the placement (they would like to free you up)
• Responsible for maintaining the record of care
• ParScipate in relevant site programs and staff acSviSes
Preceptor’s Expecta&ons of Student
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• RxPorcolio (replaces student profile) • Accessible through RxPreceptor • CV including work history & samples of work
• Placement Learning Plan • Emailed to preceptor 1 week in advance
• Afend PharmD seminars
Addi&onal Student Responsibili&es Supervision
• ACP requirements • May perform all acSviSes under indirect supervision • Appropriate supervision to ensure paSent safety is upheld
• Supervision should vary based on student & paSent factors. • Consider the student’s previous experience, place in the program & the complexity of the pracSce segng
• Students are licensed pharmacist that want to be accountable & responsible
• How to be a good pracSSoner • How to see shades of grey instead of black and white • How to be a good preceptor • How to acquire knowledge & funcSon in a new
environment • Gained confidence faster with each placement • MoSvated to try different approached
What Students Have Learned from Preceptors
• Possess a commitment to teaching • Teach by quesSoning & providing guidance • Engage in learning with the student • Form professional relaSonships with the student • Good Communicator • Model professional behaviours, skills and agtudes • Provide opportuniSes to engage in paSent care and
other team members • NO ADVANCED DEGREES REQUIRED J
What Makes a Good Preceptor
• Pharmacists are working with paSents & providing direct paSent care
• Students are able to implement care plans • Students are allowed to collaborate with the care team
(centralized or decentralized) • OpportuniSes to teach as well as learn • Students are given projects/duSes that benefit the
team or segng.
What Makes A Good Prac&ce Environment
Quotes from Alberta Preceptors: • “PrecepSng enhances my own pracSce; through guiding and learning
with others” • "I want to give back to the pharmacy profession and hope that my
students get the same experience that I did”
• "I enjoy having students because they challenge me and help me improve my pracSce.“
• "Learning is ongoing. My students learn from me and I learn from them. It is a wonderful opportunity from which preceptor and students benefit from. It is a symbioSc relaSonship.“
• "I find it very rewarding to help students develop skills and reach their potenSal in their future pharmacy career.
The Benefits of Precep&ng
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Con&nuous Professional Development Learning Records for: • Preceptor training courses; PrecepSng; Discussion with colleague • Did the acSvity result in acquiring in new knowledge or confirmaSon of knowledge
• Target – transfer knowledge or improve own pracSce Implementa&on Record • Placement plans • Discussion outlines hVp://pharm.ualberta.ca/preceptors/training-‐and-‐resources/con&nuing-‐competence-‐program-‐resource
The Benefits of Precep&ng Components of a Placement
• ExperienSal EducaSon Manual • SecSon 3: Preceptor ResponsibiliSes
• Course Syllabus & Summary • Placement Outline • RxPorcolio • Learning Plan • Assessment forms
Pa&ent Care Courses
• Learning AcSviSes: • Provide paSent care & parScipate in meeSngs/rounds • Work collaboraSvely with paSents and team members • Manage their pracSce by prioriSzing • ParScipate in & lead educaSon
• Assignments • Learning Plan • Two Assignments negoSated between student and preceptor.
• Assessments: • ObservaSon of acSviSes and performance on assignments inform your raSngs on the assessments
Placement Outlines
• DescripSon of PracSce Site & Services • Type of pracSce, paSent populaSon, • Clinical services & regular acSviSes • Professional relaSonships
• AcSviSes & ExpectaSons of Students • Clinical services & duSes the student will perform • Learning opportuniSes & potenSal assignments • Student responsibiliSes (teaching, independence)
Learning Plan Template Clinical Assignment • Example of Clinical Assignments:
• Journal Club • Case • PaSent EducaSon Tool • In-‐service
• Assessment of Assignments (OpSonal): • PresentaSon, journal club, case presentaSon • Found in the document library under PharmD resources • Student to upload preceptor’s evaluaSon or summary as a field encounter
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Role Descrip&on When/how to use Other Direct InstrucSon
Readings, lectures, discussions Refer students to relevant resources & check understanding
For foundaSonal content required to perform a skill Novice learners or beginning of a placement
Differs from classroom learning preceptor can place responsibility for content on the student. Use to verify learning later in a placement
Modeling DemonstraSng a process while thinking out loud
Used when learner has the appropriate background & is ready to begin learning to perform the skill
Student both observes behaviour & hears the thought process
Coaching Student performs the task while being observed & feedback is provided during the thinks out loud
Used when learner has knowledge & has observed the process. Fine tuning of a skill
Used unSl correcSve feedback is not longer required Learner should be able to describe what to conSnue doing & how to improve
FacilitaSng Learner performs the acSvity independently. The preceptor debriefs & is available if required
Previously coached Student & preceptor have confidence in ability
Use pre-‐brief to assess student’s approach and preparedness
Preceptor Roles 4Th Year Student PharmD Student Direct instrucSon
Fill knowledge gap when encountering unique populaSons, disease states Discussion can allow preceptor to verify student’s base line knowledge
Fill knowledge gap when encountering unique populaSons, disease states Discussion can allow preceptor to verify student’s base line knowledge
Modeling Frequently starSng role Clarifying expectaSons
Introducing new skill/new populaSon Clarifying expectaSons
Coaching Primary role early in the placement Skill development Verify self assessment of abiliSes; determine student’s level of performance
Early in the placement for fine tuning Verify self assessment of abiliSes; allows preceptor to determine student’s level of performance
FacilitaSng Used for simple cases iniSally, with progression to more complex cases as student ability and competence builds. This allows student to build independence and role definiSon.
Primary Preceptor Role Increase use as the placement progresses Start with less complex scenarios (increasing complexity to challenge)
Pharm 511-‐514 Assessment • Faculty developed assessment in RxPreceptor
• Professional • Communicator • Care Provider • Scholar • Advocate • Manager
• Meets, Exceeds or Needs Improvement to meet ExpectaSons • Recommend placement mark – Pass/Fail AddiSonal InformaSon -‐ ExperienSal EducaSon Student Performance Assessments
Document Time point Completed by Purpose Early Assessment of Student
End of week 1 (40h); must be submitted within 3 days
Preceptor Feedback for learning • Clarify expectations • Share learning and
teaching styles • Finalize learning plan
(511-514) • Identify and address
concerns • Promote feedback
and discussion
Early Assessment of Preceptor
Student
Midpoint Student Performance Assessment
Midpoint of placement (120h) must be submitted within 3 days
Student & preceptor Feedback for learning • Communicate
student progress • Indicate areas for
improvement • Set learning goals
and expectations for balance of placement
Student Evaluation of Preceptor and Site
Midpoint (120h) must be submitted within 3 days
Student • Identify preceptor and placement strengths and suggest areas for improvement
Final Student Performance Assessment
End of placement (240h) must be submitted within 3 days
Preceptor • Assess learning objectives
• Recommend placement mark
Program Informa&on
www.pharm.ualberta.ca
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Preceptor Requirements
• Preceptor enrolment form • Complete introductory Preceptor Training
• Segng your student up for success or • UBC e-‐Sps or • Former AHS preceptor development workshop
• Review the PrecepSng the PaSent Care Process Modules • Placement outline • Apply for library resources or CAC appointment
Keep In Mind
• Students can use their own laptop/technology
• There is Faculty support to assist you with: • Training to Precept • Developing your placement outline • Ideas to help you integrate the student into your workflow • Providing feedback and understanding assessment
• You have colleagues that are experienced preceptors.
Resources
• Website: hfp://pharm.ualberta.ca/preceptors
• Course Review – (Course InformaSon Page)
• Understanding Assessment
• hfp://pharm.ualberta.ca/preceptors/training-‐and-‐resources/student-‐assessment-‐resources
Ques&ons
Thank you for your Sme and support of experienSal training!
Sheila Walter
(Ph) 780 492-‐5513 (E) [email protected] Office days: Mon – Thurs
Tara Leslie (Ph) 403-‐818-‐7490
(E) [email protected] Office days Wed -‐ Fri