Pharmacy Professionalism Toolkit for Students and Faculty Provided by the APhA-ASP/AACP Committee on Student Professionalism

EXPERIENTIAL EDUCATION
Faculty / Preceptor Orientation and Training Programs

Description of activities
Similar to students, the goal of orientation is to provide an introduction to and review of the upcoming academic calendar and activities. Emphasis should be placed on effective teaching strategies and evaluation. Similar to student orientation, curricular content and experiential programming determine areas of review and discussion:

• Experiential education goals and objectives
• Responsibilities of Experiential Education personnel and department policies and procedures
• Student, preceptor, and site responsibilities
• Portfolio review process and appropriate use of document
• Mentoring and career counseling
• Evaluation process

Training programs focus more on faculty / preceptor development. Topic selection should be ascertained per needs assessment. Delivery of program materials will vary depending on subject matter, availability, and resources. Other considerations when developing training programs include:

• State, college, or school requirements
• Programming specific for new faculty / preceptors
• Programming specific for ‘seasoned’ faculty / preceptors
• Example program topics:
  • Rotation organization: coordinating site needs with program goals and objectives
  • Development of an orientation packet (including contact information, description of activities and responsibilities, overview of evaluation process, etc.)
  • Improving evaluation skills
  • Update on new teaching strategies
  • How to provide career counseling
  • Professional development incentives

The Accreditation Council for Pharmacy Education is working with the American Association of Colleges of Pharmacy to ascertain the utility of developing a national training program and certification process for preceptors. The creation of a training program would greatly assist Directors / Coordinators and help standardize learning experiences. It is anticipated that such an endeavor would have a positive impact on student professionalism.

Rationale
Faculty / preceptors need to remain current regarding new activities, revisions in policies and procedures, and/or responsibilities. Student professionalism and the handling and evaluation of unprofessional behaviors should be reviewed and discussed. It should be emphasized that faculty / preceptor attitudes and behaviors play as much of a role in shaping student opinions as clinical proficiency and site activities. These opportunities provide an open forum for discussion of experiences from the previous year, to solicit feedback, and obtain ideas for future programming and delivery methods.

Directors / Coordinators need to remain cognizant of faculty / preceptor issues and needs. They must be available to offer guidance or support and act as a mediator if difficulties should arise. Programming should be informative and reflective of daily practice.

Areas of professionalism addressed

• Define: profession, professional, and professionalism
• Provide examples of appropriate and inappropriate attitudes and behaviors
• Define sexual harassment and institutional policies
• Demonstrate effective professional communication
  • Cultural diversity
  • Verbal/nonverbal cues
  • Interactions with patients
  • Inter-professional relationships
• Demonstrate and encourage continual professional involvement
  • Community service
  • Pharmacy organizations (state or local)
  • Political advocacy (e.g. Legislative Day)

Special issues involving planning / promotion / implementation
The largest challenge associated with developing programming for faculty / preceptors is availability, especially for those that reside at a distance. The use of technology may facilitate program delivery and assessment, the costs for which will vary based on availability and resources. Faculty / preceptors participation remains an area of uncertainty as motivation is based on personal interests.

Examples of programs and resources
Texas State Board of Pharmacy in conjunction with Texas Pharmacy Programs has developed a preceptor certification process, which includes training programs.

Accreditation Council for Pharmacy Education / American Association of Colleges of Pharmacy: National Preceptor Training Program initiative (CPD)

2004 AACP School Posters:
“Conversations about Teaching.”
Nicholas G. Popovich, Susan L. Peverly, University of Illinois at Chicago.

Professionalism at Auburn University’s Harrison School of Pharmacy.
Bruce A. Berger, Wendy C. Duncan-Hewitt, R. Lee Evans, Paul W. Jungnickel, Robert E. Smith, Auburn University.

References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree Adopted June 14, 1997.

APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student professionalism. J Am Pharm Assoc. 2000;40:96-102.

Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for Pharmacy Practice Experience Programs. Am J Pharm Educ (1994) 58 (Winter Supplement):35S–45S.

Hammer DP, Berger BA, Beardsley RS, Easton MR. Student Professionalism. Am J Pharm Educ. 2003; 67(3):96.

Piascik P, Lubawy W. Do as I Say...and as I Do. Am J Pharm Educ. 2003; 67(1):4.

Student Orientation
Faculty/Preceptor Orientation and Training Programs
Professional Portfolios
Mentor Programs
Service Learning
Community and Hospital Practicums (Introductory Experiences)
Classroom Workshops and/or Reflections
Inter-professional Experiences
Advanced Practicums
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