Responsibilities

Preceptor

The preceptor is an integral and vital part of the total educational experience of the pharmacy student. This role cannot be overemphasized. In assuming the responsibility for training and educating a student, the preceptor displays to the public, his/her peers, and other health professionals a commitment to the advancement of the profession through the provision of quality pharmaceutical care.

In assuming this role of teacher and mentor, the preceptor must foster the development of a strong sense of mutual admiration and professional courtesy. While working on a one-to-one basis, the preceptor assumes much more than a teacher and pharmacist role model. The preceptor must identify the student’s strengths and weaknesses, while concomitantly providing an atmosphere whereby the student may grow intellectually as well as professionally.

Three of the most important areas of focus for preceptors include teaching students professionalism, effective communication, and applying the knowledge and skills they have gained from formal courses to real, dynamic patient care situations. The preceptor must recognize that the student’s greatest deficiency is inexperience, while the preceptor’s greatest asset is knowledge through experience. The student will be able to share with the preceptor newly acquired clinical and scientific knowledge and, in turn, the preceptor will guide the student through the application of that knowledge to daily professional practice. The preceptor may therefore not only teach, but learn as well.

Preceptor Selection

A Site Coordinator will be designated for each rotation site(s). In addition to being a preceptor, the Site Coordinator will be the primary contact with the College of Pharmacy for that site. The Site Coordinator will identify potential preceptors for each rotation site and communicate with the SPEP Coordinator at the College of Pharmacy to assess their eligibility. To be assessed, potential preceptor candidates must:

• Be a licensed pharmacist with hospital/clinic/community experience and have a desire to participate as a rotation preceptor;
• Complete the New Preceptor Application form through eValue®, the College of Pharmacy experiential education electronic management system, and attach his/her Curriculum Vitae.
• Participate in the New Preceptor Orientation program as specified by the SPEP Coordinator.
• Be willing to participate in continuing pharmacy professional development programs;
• Be willing to be responsible as a mentor for the student and adhere to rotation requirements (e.g. student activities and learning requirements);
• Be willing to complete (in conjunction with the Site coordinator as needed) the student evaluation tools;
• Have good communication skills;
• Available for most of the rotation dates;
• Be willing to undergo assessment by the SPEP Coordinator, Site Coordinator and student for the purpose of continuous quality improvement.

Preceptor Renewal

Pharmacy preceptors must renew their status with the College of Pharmacy each academic year prior to the start of the next SPEP cycle. Preceptors are expected to fulfill the following requirements to meet the standards established by Canadian Council for Accreditation of Pharmacy Programs (CCAPP) and Qatar University (QU):

• Complete the SPEP Preceptor Renewal Application form through eValue®, the College of Pharmacy experiential education electronic management system.
• Have a minimum of 6 student contact-days during the previous SPEP cycle;
• Complete the CPD requirements for renewal and attach certificates. CPD requirements for renewal of SPEP Preceptor credentials includes:

1. Completing ONE preceptor development session (eg, attending the College of Pharmacy Annual Preceptor Development session or completing the online SPEP Preceptor Orientation course). AND
2. Completing at least ONE CEI course on any topic related to the pharmacy practice specialty of the preceptor, or any related sessions of interest to the preceptor but of value when precepting students.

Preceptor Responsibilities

The Preceptor is responsible for the following:

• Review and be compliant with the information contained in the SPEP Manual;
• Assume personal responsibility for patient outcomes;
• Demonstrate a desire and an aptitude for teaching;
• Practice continuing professional development;
• Collaborate with other healthcare professionals as a member of a team;
• Participate in activities of local, state, and/or national professional organizations;
• Supervise the student and review, in detail, expectations for the student with respect to the following: appearance, performance, site-specific processes of prescription processing, and patient care responsibilities; The primary preceptor may delegate some of these responsibilities to other qualified personnel.
• Allow adequate time for communication and be willing to discuss aspects of professional practice in accordance with ethical, moral, and legal standards;
• Schedule an orientation session with the student(s);
• Identify an acceptable replacement to supervise students during any absence;
• Not assume student competency, but determine it by reviewing the student’s performance through observation, assessment, and discussions;
• Provide an atmosphere conducive to optimal learning;
• Provide sufficient reference materials for the provision of information to patients, pharmacists, and other health care professionals; It is strongly recommended that the preceptor have access to the internet and email.
• Inform students of any area requiring improvement as early as possible;
• Be responsible for reviewing student progress at regular intervals during the experience, and for sharing the observations with the students;
• Not enter into any personal or professional relationship with a student that would jeopardize or interfere with objectivity or effective teaching;
• Verify student attainment of learning objectives for each level of experiential training;
• Complete, review, and submit a midpoint and final evaluation of the student to the SPEP Coordinator in a timely fashion.

Providing Constructive Feedback

In order for students to determine their progress and improve their skills, constructive feedback from the preceptor is necessary. Feedback is not the same as evaluation.

• Feedback focuses on explaining why something is right or wrong and offers suggestions for improvement; it is given continuously with the emphasis on learning.
• Evaluation says how bad or good something is. It is judging and is usually given at the end of an assignment. Some points to consider which may be helpful in providing feedback to the student are:
• Feedback should be regular and ongoing e.g., on a daily or every other day basis. Students are usually anxious to know how they are performing and most prefer more feedback than they often receive.
• Feedback should be based on your actual observation of the student.
• Relate feedback to a specific situation and try to give it as soon after the fact as possible.
• Feedback should be given in the spirit of caring and concern. It should not be viewed as threatening or punitive. The student should be assured that you have his/her best interests at heart and that you want him/her to succeed.
• Ask the student to rate her handling of a particular situation or task. Students will often identify the same areas of weakness as the preceptor. This allows them to bring up negative points first, which can help make the feedback process a more positive experience for both.
• Use nonjudgmental language and be as specific as possible. Labels such as brilliant, wonderful or poor are not, by themselves, constructive. They do not let the students know specifically what they did that was effective and what was not. Likewise, a general comment such as, "For a first year student, you did fine", provides the student with little information on which to base changes in behavior. Therefore, in place of brilliant, it is more helpful to use objective comments, for example, "Your review of the therapeutic alternatives was thorough and included all the options worth considering."
• Help build self-confidence by providing positive feedback on a job well done. Recognize the student’s accomplishments and acknowledge strengths.
• Focus feedback on behaviors which can be changed (e.g., actions, skills, attitudes) and performance rather than on personality traits.
• When criticism is warranted, the preceptor should ensure it is constructive, empathetic, and conveyed privately to the student.
• Finally, the amount of feedback that is given at any one time should be limited. Feedback, particularly if it is negative, can be overwhelming. Most students, especially during the early stages of their learning, can deal with only one topic at a time.

Student

As a student, your primary goal while at the practice site is to become familiar with all aspects of pharmacy practice.The structured experiential program is intended to help you integrate classroom training with actual pharmacy practice, and it may provide you with networking opportunities for future employment.Although the preceptor’s first duty is to their patients, the student should remember that they are also available to provide assistance, mentoring, and assessment.

Student Responsibilities

The student is responsible for the following:

• Be knowledgeable of and compliant with the material contained in this manual;
• Contact the site coordinator one week prior to the start of the SPEP rotations;
• Be responsible for all expenses, housing, or fees incurred during the rotations;
• Identify yourself as a student pharmacist in interactions with patients and other healthcare professionals;
• Be present at the practice site for 8 hours a day, 5 days a week;
• Be present for any required meetings;
• Adhere to SPEP rotation schedule and deadlines for assignments;
• Behave professionally at all times;Students will be respectful and courteous at all times to preceptors, other health care professionals, and patients encountered during the course of SPEP rotations.
• Be willing to admit that they do not know something, and to seek help when necessary;
• Seek advice and directions from the preceptor;The student should never publicly question the advice or directions of a preceptor; rather these issues should be discussed in private.Students and preceptors are encouraged to discuss any conflicts with the SPEP Coordinator.
• Take an active role in learning, communication, and participation in the SPEP rotations;
• Communicate effectively with physicians, patients, and other healthcare professionals, but only under the direct supervision and authorization of their preceptor;
• Abide by the laws and regulations that govern pharmacy practice and seek clarification from the preceptor when necessary;
• Submit evaluation forms to the SPEP Coordinator by the due date;
• Be familiar with the QU College policies and procedures regarding abuse of substances or alcohol.Evidence of substance or alcohol abuse by a student is reason for immediate sanction and possible termination from the program.

Section of the Pharmacy 2081.00A, Preceptor’s Manual, College of Pharmacy, Dalhousie University, Practice Experience Program.