Article Figures & Data
Tables
Characteristic No. (%)a Gender Female 148 (66.1) Ethnicity Hispanic/Latino 8 (3.6) Race Asian 105 (48.2) Black or African American 3 (1.4) Native Hawaiian/other Pacific Islander 9 (4.1) White 94 (43.1) More than one race 4 (1.8) Other 3 (1.4) Degrees or Certificationb BS or BA 81 (36.2) MS or MA or equivalent 21 (9.4) PharmD 211 (94.2) Doctorate other than PharmD 5 (2.2) Residency training 130 (58.0) Fellowship training 13 (5.8) Otherc 20 (8.9) Primary Practice Setting Hospital inpatient 98 (44.5) Ambulatory care 54 (24.5) Managed care 20 (9.1) Community and hospital outpatient 12 (5.5) Home health and long term care 10 (4.5) Miscellaneous: pharmaceutical industry, poison control and other 26 (11.8) ↵a Values might not sum to 236 because respondents were not required to answer all questions
↵b Categories are not mutually exclusive; therefore, totals exceed 100%
↵c Includes respondents who specified additional certification credentials (eg, board-certified pharmacotherapy specialist, certified geriatrics pharmacist)
Topic Percent of Responsesa Engaging and motivating students 69.1 Primer/update on teaching/precepting strategies 60.2 Questioning students effectively 59.2 Communicating effectively with students (eg, providing feedback (guidance and direction) versus assessing (judging) performance) 48.8 Working effectively with different adult learning styles (eg, visual, auditory, kinesthetic) 48.8 Assessing student performance (eg, knowledge, clinical skills, critical-thinking abilities, problem-solving abilities, professionalism) 46.8 Effectively integrating students into day to day workplace activities 41.8 Identifying and working with students at risk for not passing 38.8 Other 5.0 ↵a Categories are not mutually exclusive; therefore totals exceed 100%.
- Table 3.
Respondents Self-Rated Confidence in Their Abilities to Precept, Evaluate and Assess Student Pharmacists (n=236)
I am confident in my ability to… Preceptor Response, % Mean Score Strongly Agree Agree Not Sure Disagree Strongly Disagree Tailor the rotation activities to an individual student's interests and professional goals 37.7 56.8 4.2 1.3 0 4.3 Clarify expectations (eg, for a given task, daily responsibilities, deadlines for assignments, student performance measures) 45.8 52.1 2.1 0 0 4.4 Explain concepts commonly encountered in my practice setting 61.0 38.1 0.4 0.4 0 4.6 Evaluate a student's knowledge (eg, signs & symptoms of sepsis, definition of hypertension; target LDL, legal requirements for storing a CII substance) 37.7 58.1 4.2 0 0 4.3 Foster skills related to critical thinking 33.1 58.9 7.6 0.4 0 4.3 Foster skills related to problem-solving 34.3 59.7 5.5 0.4 0 4.3 Assess a student's professionalism in the workplace 58.5 40.7 0.8 0 0 4.6 Appropriately handle a student's request for time off in accordance with the School's attendance policy 36.9 47.5 14.0 1.7 0 4.2 Determine the reason(s) why a student may appear unmotivated 12.3 49.2 34.3 4.2 0 3.7 Employ strategies that motivate students 15.7 57.2 25.0 2.1 0 3.9 Identify factors (eg, personal crisis, mental illness, substance abuse) that may be affecting a student's performance 14.8 43.6 36.0 5.1 0.4 3.7 Identify a student at risk for not passing the rotation before the end of the second week 25.0 58.5 14.4 2.1 0 4.1 Develop a plan (eg, corrective action plan with corresponding timeline) for a student at risk for not passing the rotation 20.8 55.1 20.3 3.8 0 3.9 Identify a dishonest student 19.1 42.8 34.7 3.4 0 3.8 Identify plagiarism 16.5 42.4 35.6 5.5 0 3.7 Handle a conflict (eg, differences in values, personality and/or interests) between a student and myself 22.0 61.0 15.3 1.7 0 4.0 Handle a conflict (eg, differences in values, personality and/or interests) between a student and another member of the team/staff 20.3 58.9 18.6 2.1 0 4.0 Abbreviations: LDL = low density lipoprotein
Response scale range: 1=strongly agree to 5=strongly disagree
- Table 4.
Comparison of Preceptors' Confidence in Their Abilities to Precept Student Pharmacists and Previous Preceptor Traininga (n=227)
Training Agree (%) Not Sure/ Disagree (%) pb Foster skills related to critical thinking Yes 93.8 6.2 0.037 No 83.7 16.3 Foster skills related to problem solving Yes 96.6 3.4 0.003 No 83.7 16.3 Clarify expectations (eg, for a given task, daily responsibilities, deadlines for assignments, student performance measures) Yes 99.4 0.6 0.032 No 93.9 6.1 Evaluate a student's knowledge (eg, signs & symptoms of sepsis, definition of hypertension; target LDL, legal requirements for storing a CII substance) Yes 97.8 2.2 0.008 No 87.8 12.2 Abbreviations: LDL = low density lipoprotein
↵a Includes training received during a pharmacy residency or fellowship or through completion of a live or written continuing education program.
↵b Both 1-sided and 2-sided Fisher's Exact tests were performed.
Response scale range: 1=strongly agree to 5=strongly disagree
- Table 5.
Preceptors' Opinions Regarding the Incorporation of Student Pharmacists in the Workplace (n=227)
Statement Preceptor Response (%) Strongly Agree Agree Not Sure Disagree Strongly Disagree Having a student on rotation helps me complete my daily responsibilities 11.5 36.6 17.6 28.6 5.7 Having a student on rotation decreases the overall workload in my practice setting 6.6 22.9 17.6 44.1 8.8 Having a student on rotation extends patient care or pharmacy-related services in my practice setting 17.2 50.7 17.6 12.3 2.2 Response scale range: 1=strongly agree to 5=strongly disagree
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