McCleary Emily J, Thompson Bastin Melissa L, Bissell Brittany D, Cook Aaron M, Pierce Catherine A, Flannery Alexander H
University of Kentucky HealthCare, Lexington, USA.
University of Kentucky College of Pharmacy, Lexington, USA.
Hosp Pharm. 2019 Aug;54(4):246-249. doi: 10.1177/0018578718784481. Epub 2018 Jun 27.
Preceptor development is a focus of pharmacy residency programs across the country. Graduation from residency into the role of preceptor can be a challenge, as it is one of many transitions junior practitioners make in their early careers. Literature in recent years has brought attention to the need to establish preceptor development programs that adequately allow newer preceptors to develop their skills in experiential education, for both pharmacy residents and students. Furthermore, many preceptor development programs as implemented are often didactic in nature, and include readings, webinars, and other passive learning regarding the art of precepting. Given the need to develop a preceptor development program in our service line that met the needs of preceptors-in-training and full preceptors, we offer a description of our preceptor development program in the intensive care unit. We focused on active development of preceptor skills for multiple layers of resident and student learners. In addition, this model incorporated instructing, modeling, coaching, and facilitating, as the relationship between full preceptor and preceptor-in-training evolved. It also offered the opportunity for real-time feedback and discussion on precepting performance. We describe our coprecepting model as an opportunity that succeeded for us in helping to transition our preceptors-in-training to full preceptors. It met the needs of our department, staff, and patients, and we believe it has the potential to be valuable as a tool extrapolated to the preceptor development programs of other institutions.
带教老师的培养是全国药学住院医师培训项目的一个重点。从住院医师阶段毕业并成为带教老师可能是一项挑战，因为这是初级从业者在其职业生涯早期经历的众多转变之一。近年来的文献已经关注到有必要建立带教老师培养项目，以便让新的带教老师充分发展他们在实践教育方面的技能，无论是针对药学住院医师还是学生。此外，许多已实施的带教老师培养项目本质上往往是说教式的，包括阅读材料、网络研讨会以及其他关于带教艺术的被动学习方式。鉴于我们服务部门需要开发一个能满足实习带教老师和正式带教老师需求的带教老师培养项目，我们在此介绍我们在重症监护病房的带教老师培养项目。我们专注于为多层级的住院医师和学生学习者积极培养带教老师的技能。此外，随着正式带教老师和实习带教老师之间的关系发展，这个模式纳入了指导、示范、辅导和促进等环节。它还提供了对带教表现进行实时反馈和讨论的机会。我们将我们的联合带教模式描述为一个对我们成功帮助实习带教老师转变为正式带教老师很有成效的机会。它满足了我们科室、工作人员和患者的需求，并且我们相信它作为一种可推广到其他机构带教老师培养项目的工具具有潜在价值。
