Pharmacy Professionalism Toolkit for Students and
Provided by the APhA-ASP/AACP Committee on Student Professionalism
Faculty / Preceptor Orientation and Training
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
- State, college, or school requirements
- Programming specific for new faculty / preceptors
- Programming specific for ‘seasoned’ faculty /
- Example program topics:
- Rotation organization: coordinating site needs with program goals
- Development of an orientation packet (including contact information,
description of activities and responsibilities, overview of evaluation
- 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.
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
- 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 /
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
2004 AACP School Posters:
“Conversations about Teaching.”
Nicholas G. Popovich, Susan L. Peverly, University of Illinois at
Professionalism at Auburn University’s Harrison School of
Bruce A. Berger, Wendy C. Duncan-Hewitt, R. Lee Evans, Paul W.
Jungnickel, Robert E. Smith, Auburn University.
Accreditation Standards and Guidelines for the Professional Program in
Pharmacy Leading to the Doctor of Pharmacy Degree Adopted June 14,
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
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.
Faculty/Preceptor Orientation and Training
Community and Hospital Practicums (Introductory
Classroom Workshops and/or Reflections
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