Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar.
Department of Public Health, College of Health Sciences, QU-Health, Qatar University, Doha, Qatar.
Int J Health Plann Manage. 2022 Nov;37(6):3126-3147. doi: 10.1002/hpm.3544. Epub 2022 Jul 21.
'The Practice Educators' Academy Programme' is an innovative educational intervention developed following a preceptor-focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance.
This is a longitudinal study, with the same participants followed at different time points (i.e., pretest-posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with programme content and delivery was assessed through a 14-item questionnaire with open comments.
Thirty pretest-posttest respondents for the PSEQ assessment, and 26 pretest-posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5).
Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary interactions.
“实践教育者学院计划”是一项创新的教育干预措施，是在以导师为重点的需求评估后开发的。本研究的主要目的是评估该计划对在卡塔尔大学卫生集群中指导学生的多学科临床导师的自我效能感和知识的影响。次要目的是评估导师对计划全面性、适当性和相关性的满意度。
这是一项纵向研究，对不同时间点的相同参与者进行跟踪（即，预测试后干预设计）。利用分层便利抽样技术，根据预期主要研究的样本量的 10%计算样本量。使用经过验证的 21 项问卷的导师自我效能感评估问卷评估导师自我效能感。通过 25 项多项选择题测试评估导师知识。通过带有开放式评论的 14 项问卷评估对计划内容和交付的满意度。
有 30 名 PSEQ 评估的预测试后测试受访者，以及 26 名知识评估的预测试后测试受访者进行了适当匹配和分析。参与自我效能感问卷导致他们的后测中位数分数有统计学意义的增加（预测试到后测试：3.3 到 3.6，p=0.001）。参与知识评估导致后测平均分数有统计学意义的增加（预测试到后测试：10.2 到 15.7，p<0.001）。参与者对该计划表示高度满意（平均得分为 4.42/5）。
我们的研究结果表明，该计划是有效的，因为它显著提高了导师的自我效能感和知识。对未来迭代的建议包括更加注重主动学习策略和跨学科互动。
