Hôpital Montfort, Ottawa, Ontario, Canada.
University Health Network, Toronto, Ontario, Canada.
Am J Pharm Educ. 2019 Dec;83(10):7367. doi: 10.5688/ajpe7367.
To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Pharmacy students who had completed at least one experiential rotation with a non-traditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Pharmacy students and graduates valued their experiences in non-traditional student-preceptor models. Institutions may find support for using these precepting models to increase placement capacity.
描述学生对非传统学生-导师学习模式的体验和看法，并评估这些模式对学生学习体验的有效性。已经完成至少一次非传统学习模式实习的药学专业学生参与了半结构化访谈。这些模式包括同伴辅助学习（PAL；两个或两个以上同教育水平的学生）、准同伴教学（NPT；一个或多个低年级学生与一个或多个高年级学生）和共同指导（CoP；两个或两个以上导师）。对访谈进行了转录、编码和主题分析。根据评估教育培训的 Kirkpatrick 模型对主题进行了映射。共进行了 20 次半结构化访谈。来自 14 个机构的 43 次经历（19 次 CoP、14 次 PAL、10 次 NPT）被描述。三个模型之间有许多重叠的主题。在 CoP 中，学习者描述了增加导师的可用性和接触不同的患者护理方法。当导师有不同的期望时，就会出现挑战。学生们非常支持多学习者环境。PAL 和 NPT 的学习者都感到得到了支持，因为他们可以很容易地与其他学习者合作。在 PAL 和 NPT 中潜在的挑战是当个性冲突和学习者之间存在显著的知识差距时会出现困难。所有三种模式都允许发展技能，包括沟通和协作。学习者报告说，他们对患者护理和专业实践的方法有了更好的理解，包括作为新导师的教学方法。药学专业学生和毕业生重视他们在非传统学生-导师模式中的体验。各机构可能会发现，支持使用这些指导模式来增加实习机会是有帮助的。
