Bartlett Andrew D, Um Irene S, Krass Ines, Schneider Carl R
Faculty of Medicine and Health, School of Pharmacy, The University of Sydney, Sydney, 2006, Australia.
BMC Med Educ. 2025 Aug 8;25(1):1153. doi: 10.1186/s12909-025-07738-y.
Pharmacist preceptors facilitate the professional development of students and interns during preregistration training. Evaluating preceptor competency is essential for ensuring the quality and consistency of the training process. For effective evaluation to occur, consensus is needed to establish which preceptor competencies require assessment as well as the method of assessment and who should perform the assessment.
The Delphi method was used to develop a consensus among experts in pharmacy education, accreditation, and practice settings. The study involved three rounds of anonymous surveys in REDCap, focusing on the necessity, feasibility, and methods of assessing preceptor competencies. A previous literature review identified 16 evidence-based competencies that formed the basis of the survey. An agreement level of 70% was set as the threshold for consensus.
Among the 59 invited experts, 22 completed the first round, 13 completed the second round, and eight completed the last round. Consensus was achieved on 17 competencies, with 16 deemed feasible to assess. Eight were considered mandatory for assessment, and four were preferable. Consensus on assessment methods and suitable assessors was achieved for these patients. Four competencies were feasible to assess but lacked consensus on the method or assessor. A multimodal assessment approach, including preceptee surveys, self-assessments, and peer observations, was identified as suitable.
Using a Delphi consensus method, by expert opinion, our study supports the perceived feasibility of assessing pharmacy preceptor competencies via a multimodal approach and clarifies who should assess each competency and how. Implementing these assessments can enhance preceptorship quality, facilitating consistent experiential placements for preceptees. The incorporation of preceptor assessment into accreditation standards should be considered essential to promote high-quality preceptorship and support the ongoing professional development of preceptors.
在预注册培训期间，药师带教老师促进学生和实习生的专业发展。评估带教老师的能力对于确保培训过程的质量和一致性至关重要。为了进行有效的评估，需要就哪些带教老师能力需要评估、评估方法以及谁应该进行评估达成共识。
采用德尔菲法在药学教育、认证和实践领域的专家中达成共识。该研究在REDCap中进行了三轮匿名调查，重点关注评估带教老师能力的必要性、可行性和方法。先前的文献综述确定了16项基于证据的能力，这些能力构成了调查的基础。设定70%的一致同意水平作为达成共识的阈值。
在59位受邀专家中，22位完成了第一轮，13位完成了第二轮，8位完成了最后一轮。就17项能力达成了共识，其中16项被认为可行进行评估。八项被认为是评估的强制性要求，四项是优选的。就这些能力的评估方法和合适的评估者达成了共识。四项能力可行进行评估，但在方法或评估者方面缺乏共识。一种多模式评估方法，包括学员调查、自我评估和同行观察，被认为是合适的。
通过专家意见，我们的研究采用德尔菲共识方法支持通过多模式方法评估药学带教老师能力的可行性，并阐明了谁应该评估每项能力以及如何评估。实施这些评估可以提高带教质量，为学员提供一致的实践实习机会。应将带教老师评估纳入认证标准，这对于促进高质量带教和支持带教老师的持续专业发展至关重要。
