Skip to 0 minutes and 9 seconds Question number 3, How can I become a preceptor? Well, as I had emphasized throughout the session, contact your local colleges of Pharmacy. Because each college may have different processes and requirements. However, there are still some similarities across these colleges and processes. These typically involves several steps, the first step is for the pharmacist to fill application forms. In this application form, we might ask about pharmacist background. We might ask about pharmacist activities. how long the pharmacist has been in service as well as whether students have opportunities for doing counseling services, interacting with healthcare professionals? Whether they have opportunities to visit local community organizations that have close relationships with the pharmacies.
Skip to 0 minutes and 57 seconds In addition, we would also like to ask the pharmacists to provide documentation of trainings, or sometimes certifications that their pharmacist has passed. Sometimes, we may also involve a site visits where the pharmacy faculty may visit the site prior to student arrival. This is just to make sure that there is enough space. There is enough activities going on the pharmacy, so that we can make sure students will receive a well-rounded experience at that specific site. After this process, each school of Pharmacy might then have different matching processes. Sometimes, we might ask the sites in advanced to see how many slots they have for each student. How much do they have for each colleges of Pharmacy.
Skip to 1 minute and 50 seconds And then we might be asking the students to fill out their preferences for different pharmacies and do that matching process. We would then notify pharmacies which students they have the match and when they should be expecting students to arrive. So after all these routine and communications, are we still encourage these individual sites to have and maintain the relationships with the experiential office. And in turn in just in case that any emergencies or any difficult situations arise. So what are the benefits of having good relationships with the experiential office? The first thing is that you can better understand course goals and college expectations.
Skip to 2 minutes and 38 seconds You might also better learn about what students have learned already in the college, so that you can reinforce some of these learning goals and to make sure students have enough knowledge and skills. Also, you would better understand where to set up the expectations for your own site by better understanding of what the college expect the students to complete. Experiential office’s often provide preceptor training. Sometimes those are online modules. Sometimes those are real time or a real-world workshops. So by having close relationships you would better know when the next training of opportunity comes up. As I have mentioned earlier, you could also obtained sample templates of syllabus, evaluation criteria, activities, and different teaching tools to enhance your site experience.
Skip to 3 minutes and 31 seconds Again we emphasize that having site specific materials for these different documentations is important as different site has different learning outcomes and also different activities that they could conduct. Finally, by having close relationships with experiential office and attending their retreats. You can also exchange experience without the preceptors, and have discussions about difficult situation so that all of us can become better preceptors in the future. Question number four, how can I protect students at different levels at the same time? This is often raised by a community pharmacies where they may percept different pharmacy students from different schools of Pharmacy.
Skip to 4 minutes and 22 seconds We know in Taiwan, some schools of pharmacy have a four-year curriculum, some have five-year curriculum and we also have a six-year curriculum at Taipei Medical University. So in case of these situations are safe. For example the first one, if students come from different years in school practice with different learning outcomes. You might be able to consider designing activities where the more senior students or trainee can oversee or help to oversee this junior students or trainee. So that by teaching that junior students senior student or a senior trainee, can better understand the concepts or some of the hidden things that they may not have received or thought about earlier.
Skip to 5 minutes and 12 seconds Again, we want to make sure that these activities occur where laws and regulations permit. So when you need a pharmacist to supervisor student services activities, make sure that pharmacist is also on site. Another example could be examples at the United States. Where they have as residents as well as student pharmacists at the same time and same rotation. So, in those experiences, sometimes the resident because the resident is a pharmacist. by himself. So the pharmacist is capable of doing certain activities that student pharmacist is not. So there are activities, say for example, maybe the student has never done a therapeutic drug monitoring program or never done those calculations in a real-world setting.
Skip to 6 minutes and 5 seconds So potentially, the resident pharmacist could oversee some of those pharmacy students are doing these activities. So what we don’t have residency in Taiwan? We also have a PGY pharmacists. So even these pharmacists in training could become potential trainers, even though they are receiving training at the same time. Another situation is when students come from the same year in the school of practice and typically these students would have the same learning outcomes. So because they have the same learning outcomes, I would suggest considering giving consistent assignments and activities. So that students don’t think that you are unfair to certain student. And you could avoid some of those troubles. But still, you can encourage peer learning opportunities.
Skip to 6 minutes and 58 seconds Say for example, you can ask the students to do a group project or to do a group assignment on certain disease states. Say for example, some students could work on the epidemiology or the community needs or community situations for different disease states. Maybe another student could work on some of the activities that could be directed toward these needs for the community. So trying to separate out these activities and giving students and peer learning experience could be a good way and encouraging students to learn from each other. So even though they’re at different levels, they could both have good experiential experiences. Again, I would like to use Dr. Brown slide about good learning outcomes.
Skip to 7 minutes and 50 seconds Whenever you have a question in precepting, make sure you think about your good learning outcomes. Because the learning outcomes really direct how you should be teaching. How you should be assessing the student and what kind of activities you should be providing the students. So as I mentioned earlier, if students at the same level at school, come at the same time because they have the same learning outcomes. We want to try to assign some similar activities for fairness sakes. But if students have different learning outcomes and we could assign different methods, different activities for these learning experiences. So they can be differentiated from each other.
Common questions raised by local pharmacists, continued
Would you like to become a preceptor?
How can I precept students at different levels at the same time?