Lucas Cherie, Williams Kylie, Tudball Jacqueline, Walpola Ramesh L
Graduate School of Health, University of Technology Sydney, 67 Thomas Street, Ultimo Building 7, Level 4, Room 48, Sydney, NSW 2007, Australia.
Faculty of Health Sciences, University of Sydney, Room 205 Level 2, Old Teachers', College University of Sydney, NSW 2006, Australia.
Curr Pharm Teach Learn. 2018 Nov;10(11):1447-1455. doi: 10.1016/j.cptl.2018.08.002. Epub 2018 Aug 22.
Appropriate evaluation processes are important in experiential placements. With the growing diversity between placements, consideration for standardization of some of these processes would be beneficial, particularly for those skills that are transferable regardless of the placement type. The objectives of this study was: (1) to explore the experiences, evaluation strategies, and feedback processes of Australian preceptor pharmacists from three primary experiential areas (community, hospital, and industry) in providing student placements; and (2) to inform the future development of the current local experiential program and future extended international experiential programs.
A qualitative, exploratory study with three preceptor focus groups (community, hospital, and industry) were conducted, recorded, and transcribed verbatim. Data were analyzed using Bazeley's "describe - compare - relate" method for thematic analysis.
There were a total of 16 participants. Four themes emerged: (1) motivation and purpose of being a preceptor; (2) expectations of students and the university; (3) organizational planning and conduct of experiential placements; and (4) importance of appropriate evaluation and feedback processes to include evaluation of interpersonal skills, which were considered by all focus group members as highly desirable for future employability.
The need for standardized processes across different experiential placements, although difficult given the diversity, is important particularly with respect to evaluation and feedback. As interpersonal attributes are transferable and desirable for all types of experiential settings including rural and international environments, standardizing the evaluation of students to include these could be beneficial and applicable for students on local experiential placements and/or cross globally on international experiential placements.
在实践实习中，适当的评估流程很重要。随着实习场所之间的差异日益增大，考虑对其中一些流程进行标准化将是有益的，特别是对于那些无论实习类型如何都可转移的技能。本研究的目的是：（1）探索来自澳大利亚三个主要实践领域（社区、医院和行业）的带教药师在提供学生实习方面的经验、评估策略和反馈流程；（2）为当前本地实践项目以及未来扩展的国际实践项目的未来发展提供参考。
开展了一项定性的探索性研究，对三个带教药师焦点小组（社区、医院和行业）进行了访谈，记录并逐字转录。使用巴兹利的“描述 - 比较 - 关联”方法对数据进行主题分析。
共有16名参与者。出现了四个主题：（1）成为带教药师的动机和目的；（2）对学生和大学的期望；（3）实践实习的组织规划和实施；（4）适当评估和反馈流程的重要性，包括对人际交往能力的评估，所有焦点小组成员都认为这对未来就业非常重要。
尽管鉴于多样性，在不同实践实习中实现流程标准化很困难，但这很重要，特别是在评估和反馈方面。由于人际交往属性具有可转移性，并且在包括农村和国际环境在内的所有类型的实践环境中都很受欢迎，因此将学生评估标准化以纳入这些属性可能是有益的，并且适用于本地实践实习的学生和/或全球范围内国际实践实习的学生。
