providing a positive learning experience when precepting
play

Providing a Positive Learning Experience when Precepting Student - PowerPoint PPT Presentation

Jan 19, 2023 •178 likes •659 views

Providing a Positive Learning Experience when Precepting Student Pharmacists AJ Greco, PharmD What is a Preceptor? A teacher, instructor, and coach who moves students from: Application to Integration into Classroom-based real-life patient

  1. Providing a Positive Learning Experience when Precepting Student Pharmacists AJ Greco, PharmD

  2. What is a Preceptor? A teacher, instructor, and coach who moves students from: Application to Integration into Classroom-based real-life patient clinical pharmacy Knowledge cases practice Doty R. Getting Started as a Pharmacy Preceptor. Washington, D.C. American Pharmacists Association; 2011.

  3. Preceptor “Hats” “Hat” Responsibility Teacher Teach students how to apply their knowledge in clinical and real- world settings Instructor Design activities to allow students to integrate their knowledge in a real-world patient care environment Coach Nurture student pharmacists’ professional growth by challenging and encouraging them Doty R. Getting Started as a Pharmacy Preceptor. Washington, D.C. American Pharmacists Association; 2011.

  4. Why Become a Preceptor? • To positively influence future pharmacists • To broaden your impact on patients • To give back to the profession Doty R. Getting Started as a Pharmacy Preceptor. Washington, DC. American Pharmacists Association; 2011.

  5. 4 Preceptor Roles Direct Modeling Coaching Facilitating Instruction Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  6. Direct Instruction This preceptor role is typically appropriate for the beginning of the rotation Teaching of foundational content • Orienting a student to the process at hand • Filling in any necessary knowledge gaps before skills can be applied • Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  7. Direct Instruction - Scenario Creating a medication action plan for a patient with diabetes • The student pharmacist first needs to understand the following: • Information about diabetes • Potential treatment options for diabetes • The latest research for diabetes Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  8. Modeling This is appropriate after the student understands/demonstrates the appropriate amount of background information • The preceptor demonstrates a task while “narrating” their actions out loud • This allows the student to witness the problem-solving process Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  9. Modeling - Scenario Creating a medication action plan for a patient with diabetes The student will observe the preceptor developing the medication • action plan while: The preceptor “thinks out loud” and states their thought process • The student will prepare to emulate the plan • Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  10. Coaching Appropriate when the student has observed modeling of the process • The student is to perform a task, while being shadowed by the preceptor • Preceptor provides ongoing feedback during this process • Allows student to fine-tune their skills and gain independence Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  11. Coaching - Scenario Creating a medication action plan for a patient with diabetes • The preceptor oversees the student as they develop the medication action plan • The student “thinks out loud” • The preceptor provides feedback during this process Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  12. Facilitation This role typically occurs towards the end of the rotation • Allowing the student to perform more independently • It is important that the preceptor remain readily available Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  13. Facilitation - Scenario Creating a medication action plan for a patient with diabetes • The student is now able to complete the medication action plan on their own, but still under direct supervision of a pharmacist Starring Roles: The four preceptor roles and when to use them. American Society of Health-System Pharmacists. http://www.ashpmedia.org/softchalk/softchalk_preceptorroles/soft chalk4preceptorroles_print.html. Accessed October 25, 2016.

  14. Student Learners Introductory Pharmacy Practice Advanced Pharmacy Practice Experiential (IPPE) Experiential (APPE) • Develop baseline competencies in • Preparation for entry-level the practice setting practice • Typically less work experience • Didactic curriculum completed • May require more supervision/assistance • Typically previous rotation and some work experience Doty R. Getting Started as a Pharmacy Preceptor. Washington, D.C. American Pharmacists Association; 2011.

  15. Student Perceptions of Preceptor Excellence • Major factors and characteristics: • Interest in teaching • Relate to the student as an individual • Encourage discussion • Accessible • Provide feedback • Serve as a practice role-model • Organized Young S, Vos S, Cantrell M, et al. Factors Associated with Students’ Perception of Preceptor Excellence. Am J Pharm Educ. 2014; 78 (3): Article 53.

  16. Preceptor Qualities that Foster Learning 1. Be a Role Model 2. Perform a Pre-rotation Assessment 3. Provide Structure 4. Give Meaningful Work 5. Share Your knowledge and Expertise Janet K. Astle. 10 Preceptor Qualities That Create a Great Learning Environment. Inside Pharmacy. August/September 2014. Volume 2, No. 4.

  17. Preceptor Qualities that Foster Learning 6. Be a Coach 7. Give Context to Future Practice 8. Provide Feedback 9. Spend Time with Your Students 10. Communicate Janet K. Astle. 10 Preceptor Qualities That Create a Great Learning Environment. Inside Pharmacy. August/September 2014. Volume 2, No. 4.

  18. Teaching Techniques • Direct Instruction – Fundamental Content • Assigned Readings • Lectures • Topic Discussions • Case-based Teaching Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor’s guide. Am J Health-Syst Pharm. 2012 Sept;69:1588-99.

  19. Teaching Techniques • Modeling - Problem Solving Process • Actual patient encounter • Preceptor “Thinking Out Loud” • “Priming” before an encounter • Execute the behavior being modeled • Discussion on what was accomplished Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor’s guide. Am J Health-Syst Pharm. 2012 Sept;69:1588-99.

  20. Teaching Techniques • Coaching – Preceptor Observation • Actual patient encounter • Student “Thinking Out Loud” • “Priming” before an encounter • Asking structured questions • Providing feedback Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor’s guide. Am J Health-Syst Pharm. 2012 Sept;69:1588-99.

  21. Teaching Techniques • Facilitation - Guidance • Allow students to work more independently • Remain available to de-brief • Teach students to evaluate their own work • Teach students how to facilitate their own learning Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor’s guide. Am J Health-Syst Pharm. 2012 Sept;69:1588-99.

  22. The One-Minute Preceptor 1. Get a Commitment 2. Probe for Supporting Evidence 3. Teach General Roles 4. Reinforce What was Done Right 5. Correct Errors Neher J et al. A five “micro-skills” model of clinical teaching. Journal of American Board of Family Practice. 1992; 5(4): 419-24.

  23. The One-Minute Preceptor 1. Get a Commitment • What do you think is going on with this patient? • What investigations do you feel are indicated? • What do you think needs to be accomplished on this visit? 2. Probe for Supporting Evidence • What are the major findings that lead to your conclusion? • What else did you consider? • What made you choose that particular treatment Neher J et al. A five “micro-skills” model of clinical teaching. Journal of American Board of Family Practice. 1992; 5(4): 419-24.

Recommend

Applied Learning providing opportunities for students to experience experiential learning via

Applied Learning providing opportunities for students to experience experiential learning via

1/3/2019 Objectives To enhance positive engagement by Applied Learning providing opportunities for students to experience experiential learning via fun Days and meaningful tasks and be more socially responsible and contribute

454 views • 17 slides
Effective Effective Assessment and Feedback Assessment and Feedback in Clinical Precepting in

Effective Effective Assessment and Feedback Assessment and Feedback in Clinical Precepting in

Effective Effective Assessment and Feedback Assessment and Feedback in Clinical Precepting in Clinical Precepting Jonathan Rohrer, Ph.D., D.Min. Statewide Campus System MSUCOM rohrerjo@msu.edu Why Competence Assessment? Why Competence

528 views • 30 slides
A Flexible Mechanism for Providing Adaptivity Based on Learning Providing Adaptivity Based on

A Flexible Mechanism for Providing Adaptivity Based on Learning Providing Adaptivity Based on

A Flexible Mechanism for Providing Adaptivity Based on Learning Providing Adaptivity Based on Learning Styles in Learning Managem ent System s Sabine Graf, Kinshuk, and Cindy Ives Athabasca University Canada Canada Why learning styles?

398 views • 14 slides
The OSO: connecting and collaborating with other complaint handlers to provide a positive student

The OSO: connecting and collaborating with other complaint handlers to provide a positive student

The OSO: connecting and collaborating with other complaint handlers to provide a positive student experience The Australian Governments draft National Strategy for International Education notes that a positive student experience is crucial to the

241 views • 12 slides
Reinforcement Learning You can think of supervised learning as the teacher providing answers

Reinforcement Learning You can think of supervised learning as the teacher providing answers

Reinforcement Learning You can think of supervised learning as the teacher providing answers (the class labels) Reinforcement learning: In reinforcement learning, the agent learns Markov Decision Processes based on a punishment/reward

89 views • 6 slides
Presentation and Feedback Policy Introduction We are committed to a positive approach to providing

Presentation and Feedback Policy Introduction We are committed to a positive approach to providing

Presentation and Feedback Policy Introduction We are committed to a positive approach to providing feedback and improving childrens work at Alexandra Junior School , where childrens achieveme nts are praised and valued. Feedback offers the

669 views • 7 slides
W PRODUCCIONES We are a company with experience and knowledge in providing the services of events,

W PRODUCCIONES We are a company with experience and knowledge in providing the services of events,

W PRODUCCIONES We are a company with experience and knowledge in providing the services of events, social call and press, as well as personalized advice in terms of dissemination and control of media. We have highly qualified and expert personnel in

665 views • 37 slides
The Black Tiger Family is Committed to: Providing educational learning options to meet every

The Black Tiger Family is Committed to: Providing educational learning options to meet every

The Black Tiger Family is Committed to: Providing educational learning options to meet every students needs. Ensuring that the learning and school culture meet the diverse needs of all learners. Providing equitable services

771 views • 52 slides
The Learning Tree Workshop: The Learning Tree Workshop: Experience-based Learning Series on

The Learning Tree Workshop: The Learning Tree Workshop: Experience-based Learning Series on

The Learning Tree Workshop: The Learning Tree Workshop: Experience-based Learning Series on Learning Differences, Learning Challenges, and Learning Strengths Experience-based Learning: Experience based Learning: Language Build on the

370 views • 14 slides
Providing a High-Impact and Transformative Peer Leader

Providing a High-Impact and Transformative Peer Leader

Providing a High-Impact and Transformative Peer Leader Experience Facilitated Discussion 34th Annual Conference on the First Year Experience Dallas, TX 10

269 views • 3 slides
Growing Global Leaders Advancing Palliative Care Presentation Skills Frank D. Ferris, MD

Growing Global Leaders Advancing Palliative Care Presentation Skills Frank D. Ferris, MD

Growing Global Leaders Advancing Palliative Care Presentation Skills Frank D. Ferris, MD Charles F. von Gunten, MD, PhD LDI C2 RC1 February 05-12, 2013 Positive learning experience Negative learning experience Objectives Goals of

615 views • 43 slides
VOLUNTEER AT THE BUBBLE Rewarding work with a positive experience WHAT IS THE BUBBLE ? The Bubble

VOLUNTEER AT THE BUBBLE Rewarding work with a positive experience WHAT IS THE BUBBLE ? The Bubble

VOLUNTEER AT THE BUBBLE Rewarding work with a positive experience WHAT IS THE BUBBLE ? The Bubble is a non-profit NGO which organises local events in support of humanitarian and environmental causes. The Bubble focuses on including everyone and is

51 views • 3 slides
The Islington experience: positive practice and responses to the current situation Ian Adams

The Islington experience: positive practice and responses to the current situation Ian Adams

The Islington experience: positive practice and responses to the current situation Ian Adams Director, Financial Operations and Customer Services London Borough of Islington Resident Support Scheme Partnership between Cripplegate and

246 views • 11 slides
Aging in Community Principles Experience of aging - positive interactions and collaboration

Aging in Community Principles Experience of aging - positive interactions and collaboration

Aging in Community Principles Experience of aging - positive interactions and collaboration in shared interests and pursuits Relationships between community members - informal, voluntary, and reciprocal Social capital a sense

358 views • 19 slides
Creating Positive Interdependence and Individual Accountability Through Cooperative Learning Dr.

Creating Positive Interdependence and Individual Accountability Through Cooperative Learning Dr.

Creating Positive Interdependence and Individual Accountability Through Cooperative Learning Dr. David Adams & Dr. Enoch Hale Humboldt State University Thank you Outline Cooperative Learning (CL) strategy #1 Discussion Back to small

242 views • 12 slides
Computational Learning Theory: Positive and negative learnability results Machine Learning 1

Computational Learning Theory: Positive and negative learnability results Machine Learning 1

Computational Learning Theory: Positive and negative learnability results Machine Learning 1 Slides based on material from Dan Roth, Avrim Blum, Tom Mitchell and others Computational Learning Theory The Theory of Generalization Probably

534 views • 40 slides
12/28/2012 Learning Understanding the Standard All of life should be a learning experience,

12/28/2012 Learning Understanding the Standard All of life should be a learning experience,

12/28/2012 Learning Understanding the Standard All of life should be a learning experience, not of Care for Managing Sport- just for the trivial Related Concussions reasons but because by continuing the learning process, we are Thomas

361 views • 15 slides
Toward an International and Inclusive Learning Experience: Approaches to Assessment Design

Toward an International and Inclusive Learning Experience: Approaches to Assessment Design

Toward an International and Inclusive Learning Experience: Approaches to Assessment Design Patrick Leung Centre for Applied English Studies The University of Hong Kong Contents Experience Reflective Outcomes Process Concrete Experience

526 views • 13 slides
Scikit-learn 1 / 13 Machine Learning Learning: using experience to improve performance.

Scikit-learn 1 / 13 Machine Learning Learning: using experience to improve performance.

Scikit-learn 1 / 13 Machine Learning Learning: using experience to improve performance. Machine learning: a class of algorithms that uses data (experience) to improve performance on a task Kinds of Tasks Classification: identify the

568 views • 13 slides
Tissue Viability Strategy update A Positive Patient Wound Experience: Leading to an improved

Tissue Viability Strategy update A Positive Patient Wound Experience: Leading to an improved

Tissue Viability Strategy update A Positive Patient Wound Experience: Leading to an improved quality of life Paula Hull UK Stats Cost of wounds in UK 70,000-100,000 individuals with 180m for leg ulcers wounds 300m for diabetic foot

504 views • 11 slides
LEARNING AND MEMORY Chapter 11 Learning and Memory Learning How experience changes the

LEARNING AND MEMORY Chapter 11 Learning and Memory Learning How experience changes the

LEARNING AND MEMORY Chapter 11 Learning and Memory Learning How experience changes the brain Memory How changes are stored and subsequently reactivated Memories are stored in specific structures, not diffusely throughout the

678 views • 29 slides
Machine Learning Machine Learning: algorithms that use experience to improve their

Machine Learning Machine Learning: algorithms that use experience to improve their

Machine Learning Machine Learning: algorithms that use experience to improve their performance We use machine learning in situations where it is very challenging (or impossible) to define the rules by hand: e.g. face detection

1.05k views • 28 slides
Positive feedback regulation Rodolphe Sepulchre -- University of Cambridge LCCC workshop on

Positive feedback regulation Rodolphe Sepulchre -- University of Cambridge LCCC workshop on

LCCC is a positive environment (i.e. the metric of positive systems) Positive feedback regulation Rodolphe Sepulchre -- University of Cambridge LCCC workshop on Learning and Adaptation for Sensorimotor Control - Lund - October 2018 ! 2

367 views • 8 slides
Becky Coffin Kingfisher plc Net Positive 2 Net Positive 3 Net Positive 4 Creating the

Becky Coffin Kingfisher plc Net Positive 2 Net Positive 3 Net Positive 4 Creating the

Achieving Net Positive through responsible sourcing Becky Coffin Kingfisher plc Net Positive 2 Net Positive 3 Net Positive 4 Creating the leader Net Positive 5 Net Positive 6 WHAT HAVE WE LEARNED ABOUT RESPONSIBLE SOURCING?

450 views • 19 slides

More recommend