Le Minh, Luong Sharon, Mong Rachel, Gruenberg Katherine, Clinard Valerie
University of California San Francisco School of Pharmacy, 513 Parnassus Avenue, S-126, San Francisco, CA 94143-0403, United States.
Curr Pharm Teach Learn. 2022 Mar;14(3):329-335. doi: 10.1016/j.cptl.2022.01.011. Epub 2022 Jan 22.
The University of California San Francisco School of Pharmacy faculty created the Master Preceptor Program (MPP) to instill best practices in clinical precepting, leadership and professional development, and interprofessional education (IPE). Graduates of the program are encouraged to mentor colleagues at affiliated sites. This study aimed to explore MPP participants' perceptions about the program and to collect general feedback.
A descriptive qualitative study of MPP participants who completed the program between 2017 and 2019 was conducted. Semi-structured interviews and focus groups were used to collect general programmatic feedback and examples of skill implementation. All encounters were conducted and recorded online via Zoom. Three investigators independently analyzed transcripts for codes related to key programmatic areas using conventional content analysis.
Ten of 14 past MPP participants participated. Themes included confidence and skills gained in clinical teaching, self-reflection and network opportunities supporting professional and leadership development, and a need for structured expectations and deliverables. Participants noted several benefits of the MPP on clinical teaching, such as improving confidence and adopting teaching techniques, structural and organizational skills, and a learner-centered approach. Participants also mentioned programmatic offerings that improved leadership and professional development, such as networking opportunities in the MPP and at conferences. Participants did not mention IPE in their responses.
All participants recognized the MPP as an effective training program to enhance clinical precepting skills, leadership, and professional development. Program structure and intentional incorporation of IPE skills are areas of improvement for future cohorts.
加利福尼亚大学旧金山分校药学院的教员创建了硕士带教导师项目（MPP），以传授临床带教、领导力和专业发展以及跨专业教育（IPE）方面的最佳实践。该项目的毕业生被鼓励在附属机构指导同事。本研究旨在探讨MPP参与者对该项目的看法，并收集总体反馈。
对2017年至2019年期间完成该项目的MPP参与者进行了描述性定性研究。采用半结构化访谈和焦点小组来收集总体项目反馈以及技能应用实例。所有交流均通过Zoom在线进行并记录。三名研究人员使用传统内容分析法独立分析与关键项目领域相关的代码的转录本。
14名过去的MPP参与者中有10人参与。主题包括在临床教学中获得的信心和技能、支持专业和领导力发展的自我反思和网络机会，以及对结构化期望和可交付成果的需求。参与者指出MPP在临床教学方面有诸多益处，比如增强信心、采用教学技巧、提升结构和组织技能以及以学习者为中心的方法。参与者还提到了有助于领导力和专业发展的项目活动，如MPP内部以及会议上的网络交流机会。参与者在回答中未提及IPE。
所有参与者都认可MPP是一个有效的培训项目，可提升临床带教技能、领导力和专业发展。项目结构以及IPE技能的有意融入是未来学员群体需要改进的方面。
