The University of Iowa College of Pharmacy, Department of Pharmacy Practice, Iowa City, IA, USA.
The University of Nebraska Medical Center College of Public Health, Academic Affairs Office of the Dean, Omaha, NE, USA.
Am J Pharm Educ. 2023 Aug;87(8):100106. doi: 10.1016/j.ajpe.2023.100106. Epub 2023 May 9.
The objectives of this study were to (1) quantify the perceived importance of and comfort with the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) key elements, (2) describe how preceptors promote and assess key elements, and (3) describe preceptor perceptions of student key element skill demonstration.
This study used a cross-sectional electronic survey to assess experiential education preceptors' perceptions of ACPE-S4 key elements. The survey consisted of 2 item categories, with 5 and 15 items included to collect information on preceptor demographics and ACPE-S4 key elements, respectively. Surveys were distributed to 451 introductory and advanced rotation preceptors. Frequencies and means were reported for quantitative survey items, open-ended survey responses were analyzed using a general interpretivist approach.
In total, 242 surveys were completed for a response rate of 54%. Most respondents identified as female (54.5%) and precepted community pharmacy rotations (28.5%). ACPE-S4 key elements, in order of most to least important, were professionalism, self-awareness, leadership, and innovation and entrepreneurship. Respondents varied in their conceptualization of key elements, with multiple activities used for skill demonstration and assessments. Qualitative analysis identified 2 themes: "Variation in preceptor fluency with S4 key elements" and "Communication as a means to demonstrate and evaluate ACPE-S4 key element skills."
Variation among preceptors in conceptualization, learning activities, and comfort in assessment for ACPE-S4 key elements highlights the need for support and resources to assist preceptors in developing activities and assessments for skills reflective of ACPE-S4 key elements. Preceptors commonly relied on vulnerable communication with students to assess key element skills, identifying a potential target for assessment and preceptor development. Pharmacy programs, in addition to the Academy, could benefit from using assessments already offered by preceptors. Finally, explicit evaluation criteria may help to guide skill acquisition and facilitate consistent assessment of key element skills.
本研究旨在：(1)量化药学教育认证委员会标准 4（ACPE-S4）要素的重要性和可接受性；(2)描述导师如何促进和评估关键要素；(3)描述导师对学生关键要素技能展示的看法。
本研究采用横断面电子调查评估实习教育导师对 ACPE-S4 关键要素的看法。该调查由两个项目类别组成，分别有 5 个和 15 个项目，用于收集导师人口统计学和 ACPE-S4 关键要素信息。向 451 名入门和高级轮岗导师分发了调查问卷。对定量调查项目进行了频率和平均值报告，对开放式调查回复使用一般解释主义方法进行了分析。
共有 242 份问卷完成，回应率为 54%。大多数受访者为女性（54.5%），并指导社区药房轮转（28.5%）。ACPE-S4 关键要素按重要性从高到低依次为：专业精神、自我意识、领导力和创新与创业精神。受访者对关键要素的概念化存在差异，有多种活动用于技能展示和评估。定性分析确定了 2 个主题：“导师对 S4 关键要素的熟练程度存在差异”和“沟通是展示和评估 ACPE-S4 关键要素技能的一种手段”。
导师在概念化、学习活动和对 ACPE-S4 关键要素评估的舒适度方面存在差异，这突出表明需要支持和资源来帮助导师为反映 ACPE-S4 关键要素的技能开发活动和评估。导师通常依靠与学生的脆弱沟通来评估关键要素技能，这确定了评估和导师发展的潜在目标。药学课程，除了学院外，还可以受益于使用导师已经提供的评估。最后，明确的评估标准可能有助于指导技能获取并促进对关键要素技能的一致评估。
