Pharmacy, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia.
BMC Med Educ. 2024 Jan 10;24(1):49. doi: 10.1186/s12909-023-04979-7.
Increased emphasis on workplace-based learning within pharmacy curricula has led to a focus on the quality of preceptors and the provision of preceptor training, with a diverse range of training programs for preceptors being developed across the globe. To ensure that preceptors are trained appropriately and deemed to be competent in their role, it is essential that all training programs are suitably evaluated. This research aimed to evaluate an online preceptor training program at a regional Australian University.
Kirkpatrick's four level model for assessment of training was used to evaluate this program. A multi method approach included a preceptor post training survey and interviews and a student survey evaluating the preceptor. Preceptor survey data were analysed using descriptive statistics and content analysis, while inductive thematic analysis was used to analyse the interviews. Student evaluations of trained and untrained preceptors were compared to determine whether training had impacted on student-rated preceptor effectiveness.
Twenty-eight preceptor post-training surveys were received, ten preceptor post-training interviews were conducted, and 35 student surveys were completed. The program was rated positively overall, with notable mention by preceptors of the interactive networking session. Following their first post-training student placement, preceptors found that their overall confidence levels had improved, particularly in relation to student management, evaluating students and providing feedback. Student evaluations of preceptors revealed improved ratings of trained versus untrained preceptors, especially as effective communicators.
This study demonstrated that training had a positive impact on preceptor attitudes, behaviour and confidence levels. From the perspective of the student, training was also found to improve preceptor performance. These results highlight the beneficial effects of training for preceptors, to optimize the student placement experience and their preparation for future practice.
在药学课程中越来越强调基于工作场所的学习，这导致人们关注导师的质量和导师培训的提供，全球范围内针对导师的培训计划也在不断发展。为了确保导师得到适当的培训，并被认为在其角色中具有能力，所有培训计划都必须进行适当的评估。本研究旨在评估澳大利亚一所地区性大学的在线导师培训计划。
采用柯克帕特里克四级评估模型评估该计划。采用多种方法，包括导师培训后的调查和访谈，以及评估导师的学生调查。使用描述性统计和内容分析对导师调查数据进行分析，同时使用归纳主题分析对访谈进行分析。比较经过培训和未经培训的导师的学生评估，以确定培训是否对学生评定的导师有效性产生影响。
共收到 28 份导师培训后调查、10 份导师培训后访谈和 35 份学生调查。该计划总体上得到了积极评价，导师特别提到了互动网络会议。在第一次培训后的学生实习后，导师发现他们的整体信心水平有所提高，特别是在学生管理、评估学生和提供反馈方面。学生对导师的评价显示，经过培训的导师与未经培训的导师相比，特别是作为有效沟通者，评价有所提高。
本研究表明，培训对导师的态度、行为和信心水平产生了积极影响。从学生的角度来看，培训也提高了导师的表现。这些结果强调了培训对导师的有益影响，以优化学生实习体验和为未来实践做好准备。
