Preceptor's Playbook: Tactics, Techniques, & Strategies

   
The American Society of Health-System Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education with Commendation.

This program is intended for pharmacists who are preceptors or interested in becoming a pharmacy preceptor. These 9 modules are designed to enhance the skills and resources of pharmacy preceptors. Effectively precepting pharmacy students and/or residents requires an extensive skill set, which very few possess naturally.  In addition to the more “traditional” skills of precepting (such as designing learning experiences and coaching), there are a host of “softer” skills that are necessary for pharmacists to master in order to manage an experiential learning setting.

Precepting 101

ACPE #: 0204-9999-24-055-H04-P

• List potential barriers to precepting. Describe the professional and personal benefits of precepting.
• Describe preceptor roles and different types of preceptor relationships.
• Assess your practice site to develop a learning experience.
• Identify ways a preceptor can use the Pharmacists’ Patient Care Process (PPCP). Compare and contrast the PPCP in student pharmacist and resident  learning experiences.

Precepting Effectively: Establishing and Managing Expectations

ACPE #: 0204-9999-24-056-H04-P

• Describe important elements to include when setting expectations for in your rotation.
• Give examples of professional expectations that will be required during a rotation.
• Describe meaningful activities that can be incorporated into a rotation that helps set and manage expectations.
• Describe the “One-Minute Preceptor” teaching method related to a pharmacy learner on rotation.
• Use a tool to classify learners for ability and skill level for site specific pharmacist responsibilities.

Preceptor-Mentee Communications

ACPE #: 0204-9999-24-057-H04-P

• Describe the benefits and processes of establishing a positive preceptor/learner relationship.
• Design a collaborative, non-punitive approach to discussing process improvements to avoid repeat mistakes.
• Describe ways that preceptors can manage learner emotions in the workplace.
• Describe ways to engage and teach diverse learners.

Assessment and Feedback

ACPE #: 0204-9999-24-058-H04-P

• Identify assessment strategies that can be used to evaluate learner and preceptor performance.
• Compose contructive feedback using concrete examples and specific improvements for improvement.
• Apply communication techniques to improve feedback to pharmacy students and residents.
• Describe factors of feedback when corrective action is needed to improve performance.
• Describe common practices that can be used to conduct an effective conversation about a difficult topic.
• Define professionalism in student pharmacist and resident education. Create a syllabus to establish expectations for behaviors during learning experiences.

Challenges in Precepting

ACPE #: 0204-9999-24-059-H04-P

• Identify methods to motivate high performing learners to continue to promote growth and excellence.
• Describe the components of feedback necessary for overconfident learners.
• Describe strategies for motivating the disinterested and/or unmotivated learner.
• Identify strategies to improve learning potential for a clinically unprepared learner.         

Preceptor and Learner Well-being

ACPE #: 0204-9999-24-060-H04-P

• Discuss the importance of learner well-being.
• Describe methods to incorporate well-being into rotation.
• List strategies to improve preceptor work-life integration

Developing Your Preceptor Toolkit: A How To Guide

ACPE #: 0204-9999-24-061-H04-P

• Define key compenents of an effective journal club.
• Discuss concepts to consider when leading a topic discussion with trainees.
• Describe elements of a personal philosophy as it related to mentoring and coaching.
• Discuss strategies a preceptor can use to optimize learning during a rotation.

Precepting Residents: Guiding Principles

ACPE #: 0204-9999-24-062-H04-P

• Identify strategies for developing a learning experience.
• Describe ways to incorporate residents into a layered learning approach to make experiential learning activities more efficient.
• Given a proposed research topic, critique the idea as a potential residency research project.
• Describe key requirements of Institutional Review Board, as it relates to pharmacy practice research.
• Apply best practices of database management to the creation and/or revision of a database for a residency research project.
• Identify strategies to guide your mentees towards completion of their residency project within 1 year.

Precepting Students: What the Discerning Preceptor Needs to Know

ACPE #: 0204-9999-24-063-H04-P

• Identify key components of an APPE rotation syllabus in the development and maturation of a new APPE rotation.
• Discuss the layered learning module.
• Describe the impact the 2016 Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice and the American Council for Pharmaceutical Education (ACPE) Standards 2016 for IPE have had on experiential education.
• Apply the principles outlined in the Health Professions Accreditors Collaborative (HPAC) Guidance document to design practical experiential learning opportunities that reinforce and build collaborative, interprofessional competence.
• Apply strategies for addressing academic misconduct.
• Develop a response to a personal or professional crisis which emphasizes respect, empathy, and professionalism.
• Identify research and publications opportunities for students in your practice.

In accordance with our accreditor’s Standards of Integrity and Independence in Accredited Continuing Education, ASHP requires that all individuals in control of content disclose all financial relationships with ineligible companies. An individual has a relevant financial relationship if they have had a financial relationship with ineligible company in any dollar amount in the past 24 months and the educational content that the individual controls is related to the business lines or products of the ineligible company.

An ineligible company is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The presence or absence of relevant financial relationships will be disclosed to the activity audience. 

• No one in control of the content of this activity has a relevant financial relationship (RFR) with an ineligible company.

As defined by the Standards of Integrity and Independence definition of ineligible company. All relevant financial relationships have been mitigated prior to the CPE activity. 

This online activity consists of a combined total of 9 learning modules. Pharmacists are eligible to receive a total of 13.25 hours of continuing education credit by completing all 9 modules within this certificate program.

Participants must participate in the entire activity, and complete the evaluation and all required components to claim continuing pharmacy education credit online at ASHP Learning Center. Follow the prompts to claim credit and view your statement of credit within 60 days after completing the activity.

Important Note – ACPE 60 Day Deadline:

Per ACPE requirements, CPE credit must be claimed within 60 days of being earned – no exceptions!   

To verify that you have completed the required steps and to ensure your credits have been reported to CPE Monitor, we encourage you to check your NABP eProfile account to validate your credits were transferred successfully before the ACPE 60-day deadline. After the 60 day deadline, ASHP will no longer be able to award credit for this activity.