James Cook University, Townsville, Queensland, Australia.
Am J Pharm Educ. 2020 Oct;84(10):ajpe8039. doi: 10.5688/ajpe8039.
To review the literature pertaining to pharmacy preceptor training programs. Preceptor training is becoming increasingly important to maintain the quality of experiential training and professional development of pharmacy students, preregistration trainees, and residents. This review found limited documented examples of preceptor training programs and wide variation in both their design and delivery, which was attributed to the diversity of pharmacy practice workplaces and the different types of trainees. The majority of programs included a significant online component, often supported by a face-to-face orientation, with a focus on developing core competencies and with some tailoring of content to suit the specific workplace environment. Evaluations of these training programs showed high preceptor satisfaction rates, with preceptors appreciating the ease of access of online training and the benefits of interaction with other preceptors in face-to-face training. Preceptors also reported positive changes in their behavior during and attitudes toward precepting and an increased understanding of student learning. This review has highlighted that a structured and evidence-based approach to preceptor training is needed. Programs should be educationally sound, practically focused, and flexible in meeting the needs of a diverse range of preceptors and practice environments. Prospectively, programs should be evaluated not only in terms of outcomes for preceptors, but also for student, preregistration trainee, and resident engagement and attainment of educational outcomes.
回顾与药学导师培训计划相关的文献。导师培训对于维持实习培训的质量和药学学生、预注册学员和住院医师的专业发展变得越来越重要。这项综述发现，导师培训计划的记录示例有限，其设计和实施存在很大差异，这归因于药学实践工作场所的多样性和不同类型的学员。大多数计划都包括一个重要的在线部分，通常由面对面的指导支持，重点是培养核心能力，并根据特定的工作场所环境对内容进行一些调整。对这些培训计划的评估显示，导师的满意度很高，导师赞赏在线培训的易用性以及在面对面培训中与其他导师互动的好处。导师还报告说，他们在指导期间的行为和态度发生了积极的变化，对学生学习的理解也有所提高。 这项综述强调，需要对导师培训采取结构化和循证的方法。计划应具有良好的教育性、注重实践性，并灵活满足各种导师和实践环境的需求。展望未来，不仅应根据导师的结果，而且应根据学生、预注册学员和住院医师的参与情况以及教育成果的获得情况来评估计划。
