Preceptor development strategies used in a mixed academic-community teaching hospital

Abstract

Objective and settingThe purpose of this paper is to outline how a residency preceptor development program was designed and implemented within a mixed academic-community medical center. Program descriptionTwo preceptor development tracks were implemented, one for experienced preceptors (EP) and one for preceptors in training (PIT). In order to precept pharmacy residents, all new preceptors are required to participate in an orientation program and develop a site description. Annually, all preceptors complete a self-assessment worksheet. The residency program director (RPD) reviews them with each preceptor individually, as well as learner and peer evaluations, preceptor goals and qualifications, and areas for improvements. A preceptor development plan is agreed upon by both the RPD and preceptor and continues to be reviewed annually. Preceptors who do not meet the criteria to function as an independent preceptor are designated as PITs. Each PIT is assigned a mentor who co-precepts and regularly meets with the PIT throughout the one-year training period to assist with evaluations and provide feedback on precepting. Preceptors meet monthly as a group and the RPD or an EP shares a “Preceptor Pearl” with the group. Preceptors may also be asked to share a recent preceptor-related “Lessons Learned.” These two topics enable preceptors to learn what challenges other preceptors have faced and allow them to feel more supported and involved in the development program. ConclusionA two-track preceptor development program can identify the needs of and provide precepting support to both experienced preceptors and preceptors in training.