Zeitoun Abeer, Sacre Hala, Hallit Souheil, Zeenny Rony M, Sili Georges, Salameh Pascale
INSPECT-LB: Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie, Beirut, Lebanon.
Drug Information Center, Order of Pharmacists of Lebanon, Beirut, Lebanon.
J Pharm Policy Pract. 2020 Jun 24;13:21. doi: 10.1186/s40545-020-00217-3. eCollection 2020.
Experiential education is a core element in developing the ability of pharmacy students to apply theory to practice, solve problems, and acquire standard pharmacist competencies. To achieve this goal, preceptors play a crucial role as teachers, mentors, and evaluators. The study objective was to identify and describe the core competencies and skills considered essential to the success of clinical preceptor pharmacists in the training of future care providers, in a steadily changing environment.
A task force was formed within the Scientific Committee of the Lebanese Order of Pharmacists to map, sort, select, and adapt international competencies to the current Lebanese context.
Seven roles were identified: Role model/Practitioner/Mentor, Supervisor/Facilitator/Coach/Teacher, Manager, Collaborator/Communicator, Leader, Clinical expert, and Researcher. Related competencies were also defined.
all aforementioned competencies are expected to improve the acquisition of learning by pharmacy trainees in Lebanon. This framework can be used by pharmacy program directors and preceptors for developmental purposes through self- or peer-evaluation processes, identifying gaps, and helping to fill the needs for a better workforce in academic and experiential pharmacy education.
体验式教育是培养药学专业学生将理论应用于实践、解决问题以及获得标准药师能力的核心要素。为实现这一目标，带教教师作为教师、导师和评估者发挥着关键作用。本研究的目的是在不断变化的环境中，确定并描述临床带教药师在培训未来医疗服务提供者方面取得成功所必需的核心能力和技能。
黎巴嫩药剂师协会科学委员会成立了一个特别工作组，以梳理、分类、筛选国际能力要求并使其适应当前黎巴嫩的情况。
确定了七个角色：榜样/从业者/导师、监督者/促进者/教练/教师、管理者、合作者/沟通者、领导者、临床专家和研究者。还定义了相关能力。
预计上述所有能力都将有助于黎巴嫩药学实习生更好地学习。该框架可供药学项目主任和带教教师用于发展目的，通过自我评估或同行评估过程，找出差距，并帮助满足学术和体验式药学教育中培养更优秀人才的需求。
