Texas Tech University Health Sciencies Center Jerry H. Hodge School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.
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- Rate the specificity of preceptor instructions when directing students to novel rotation tasks.
- Judge the efficacy of preceptor feedback related to correcting student errors while in the presence of patients and others.
- What are two examples of how the pharmacy preceptor effectively “coached” the students in this scene with the patient?
- What are three advantages of practicing in an interprofessional environment?
- Cite two examples of coaching for higher performance and rate the success of these coaching methods.
- Propose three advantages of interprofessional precepting and potential influences on patient-centered care.
- Evaluate the preceptor’s ability to actively engage all learners in the rotation experience and provide two strategies for improved learner engagement.
- Revise the way the preceptor advocates for his profession while also respecting others who contribute to or support the delivery of health services.
- List at least three factors, including environmental and psychosocial factors, which could potentially influence the process of providing effective feedback.
- Discuss the impact of preceptor intimidation on learner stress and satisfaction with the learning environment.
- Explain the importance of summative learner assessment as a reflection of overall rotation performance and contrast this with formative feedback as an ongoing process.
- Outline ways to develop and maintain a respectful and inclusive teaching environment.
- Summarize at least two examples of when to give coaching feedback and how to frame it for the best learning outcome.
- Illustrate at least two activities that foster reflective conversations and collaborative reflection during formative and summative evaluation.
- Discuss the utility of using common cultural and gender bias tools to assess cultural competence and gender equality in preparation for precepting students.
- Critically reflect on each preceptor’s ability to model effective interprofessional communication during a stressful patient interaction.
2. How do you determine when a student is ready to move from direct to indirect supervision?
- Define “facilitator of learning” and postulate at least three ways this concept can be applied to precepting learners in collaborative care settings.
- Discuss two methods of tapering direct supervision, as well as two methods for assessing a learner’s readiness for decreased direct supervision.
- Discuss the potential hazards of poor ethical modeling on both learner development and patient-centered care.
- List at least three advantages of consulting or networking with other preceptors to share experiences, debrief problems, and engage in preceptor training and development.
- Examine the barriers to building trust with a learner and provide at least two strategies for creating a trusting preceptor-learner relationship.
- Outline three critical elements of a learner and team debriefing following a critical patient encounter.
- List at least five red-flag behaviors that indicate a student is struggling on clinical rotation.
- Propose at least two interventions for students identified early as struggling to meet expectations on clinical rotation.
2. Be an advocate for sex and gender specific health. It is increasingly evident that sex and gender play an important role in disease states and response to treatment.
- List at least two strategies for championing interprofessional education and collaborative practice in clinical education.
- Postulate two mechanisms for integrating sex and gender specific health into the clinical learning environment.