Hammond Drayton A, Norris Kelley R, Phillips Marjorie S
PGY2 Critical Care Pharmacy Resident, Department of Pharmacy, University of Florida Health at Jacksonville.
Pharmacy Clinical Supervisor-Critical Care, Department of Pharmacy, Georgia Regents Health System , Augusta, Georgia.
Hosp Pharm. 2014 Apr;49(4):348-54. doi: 10.1310/hpj4904-348.
Many residency programs have adopted formal training in clinical preceptorship as an additional opportunity for professional development. However, a balance must be struck between acting as a co-preceptor for pharmacy students and as a learner being precepted by a more experienced practitioner. A commonly utilized method for demonstrating skill in the 4 preceptor roles (direct instruction, modeling, coaching, and facilitating) is to co-precept students during a learning experience with the support of a preceptor or experiential mentor. The transition from learner to teacher can present many challenges. Awareness of some of the more common challenges and a review of hypothetical scenarios may promote proactive dialogue with the experienced preceptor and promote confidence as the resident embarks on a co-precepting assignment. The objective of this article is to present scenarios a resident may encounter when co-precepting students, focusing on professionalism, patient care, providing feedback, planning, and communication, and strategies for addressing potential challenges.
许多住院医师培训项目都采用了临床带教的正规培训，将其作为专业发展的额外机会。然而，在作为药学专业学生的联合带教老师和作为被更有经验的从业者带教的学习者之间，必须找到平衡。一种常用的展示在四种带教角色（直接指导、示范、辅导和促进）中技能的方法是，在带教老师或经验丰富的导师的支持下，在学习经历中联合带教学生。从学习者到教师的转变可能会带来许多挑战。了解一些更常见的挑战并回顾假设情景，可能会促进与经验丰富的带教老师进行积极对话，并在住院医师开始联合带教任务时增强信心。本文的目的是呈现住院医师在联合带教学生时可能遇到的情景，重点关注专业素养、患者护理、提供反馈、规划和沟通，以及应对潜在挑战的策略。
