Preceptor Perceptions Research Articles

Changes in Motivation, Barriers, and Student Impact on Preceptors Since COVID-19: A Mixed Methods Study

ObjectiveThe study aimed to examine factors influencing preceptors’ willingness to precept nurse practitioner students before and after COVID-19. DesignA mixed methods design followed up on an earlier survey exploring preceptor perceptions before the COVID-19 pandemic. ResultsTwo themes emerged for motivators: altruism and mentorship. Time commitment identified as a barrier was broken down into subthemes: personal time and student preparedness. Most participants reported that COVID-19 no longer had an impact on their willingness to precept students. ConclusionsMany preceptors accept students to give back to the profession. Increased time commitment continues to hinder the experience for preceptors.

Assessment of Patient Care Activities and Readiness for Advanced Pharmacy Practice Experiences in Revised Third-Year Introductory Pharmacy Practice Experiences

ObjectiveTo quantify the impact of a revised third-year (P3) introductory pharmacy practice experience (IPPE) curriculum on student opportunities for direct patient care and to evaluate student and preceptor perceptions of advanced pharmacy practice experience (APPE) readiness. MethodsAn intentional, structured curriculum redesign shifted 50 IPPE hours from each of the first- and second-years into the P3 year. A survey was developed and administered to students in the graduating classes of 2023 (original curriculum) and 2024 (revised curriculum) at the end of their first APPE rotation. The survey quantified the frequency of patient care activities completed during P3 IPPEs and assessed student perceptions of the effectiveness of P3 IPPEs in preparation for APPEs. At the conclusion of the first APPE, preceptors answered a single question assessing student APPE readiness. ResultsA total of 213/226 (94%) students responded to the optional survey. A significantly higher proportion of students in the 2024 cohort had the opportunity to complete several direct patient care activities compared to the 2023 cohort in community, institutional, and elective IPPEs. Additionally, the 2024 cohort was provided with greater access to the electronic health record (EHR). Although the 2024 cohort had higher perceived APPE readiness in areas of navigating the EHR and administering vaccines, student- and preceptor-perceived overall APPE readiness was similar between the 2 cohorts. ConclusionTransferring more IPPE hours into the last didactic year can increase student opportunities for direct patient care while promoting APPE readiness. Activity quantification could be used by other pharmacy programs to optimize IPPEs.

Focused Preceptor Feedback Assessing Student Pharmacists’ Ability to Administer Pediatric Immunizations

ObjectiveTo evaluate experiential pharmacy preceptor perceptions of student pharmacists’ ability to administer pediatric immunizations. MethodsSemi-structured, qualitative key informant interviews using the Outcomes Evaluation Framework were conducted with 10 pharmacist preceptors in outpatient community pharmacies where pediatric immunizations were provided. Interviews were audio-recorded, transcribed, and deidentified prior to analysis by the research team. Qualitative analysis and thematic coding procedures were used to identify relevant themes. ResultsSaturation was met after 10 pharmacists participated. All stated that it was beneficial for student pharmacists to administer pediatric vaccines if trained in proper technique. Participants acknowledged that the training students currently receive in immunization administration within the PharmD curriculum is valuable but did identify general confidence and child-comforting techniques during and after vaccination as areas of improvement for students. Just-in-time training, preceptor coaching, and hands-on practice outside of the didactic curriculum were utilized to help build confidence. Barriers to the implementation or expansion of pediatric immunization delivered by students in community pharmacies were identified as competing priorities, time, and reimbursement. ConclusionStudent pharmacists can be helpful in easing the challenges of incorporating pediatric immunization services into the community pharmacy setting. Results demonstrate that the integration of student pharmacists into these services is beneficial. Pediatric immunizations are still relatively new to many pharmacists and specific training for pediatric immunization administration may not be integrated into all Doctor of Pharmacy curricula but the experiential education of pediatric immunization training can be beneficial to help prepare student pharmacists for hands-on practice.

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

ABSTRACT Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

Adjunct Preceptor Perceptions of Motivation, Understanding, and Support for the Precepting Role

ObjectiveTo determine adjunct pharmacist preceptor perceptions of their precepting role related to three domains: motivation to precept, understanding the precepting role, and support for precepting. MethodsAn online cross-sectional survey of 2429 adjunct preceptors for four schools of pharmacy was conducted. Participants ranked their agreement with 81 statements regarding the three domains, including eleven subdomains. ResultsMean scores for the three domains were slightly below the positive response level, with lower scores found for the subdomains of workload, precepting norms, and extrinsic benefits/rewards. Individual statements indicated increased workload due to precepting, need for more preceptor recognition and appreciation, perceptions that precepting was stressful or draining, and a preference for one concurrent learner. More frequent need for extra coaching for APPE students negatively impacted all domains, including nine subdomains. ConclusionThis study provides a formal evaluation of adjunct preceptor perceptions of their precepting role. Compared to previous studies, these results may indicate lower satisfaction with precepting, suggesting opportunities exist to improve the adjunct precepting experience. Actions by schools/colleges of pharmacy are necessary to ensure experiential education capacity including addressing workload concerns, increasing preceptor recognition and appreciation, and supporting preceptors when students need extra coaching.

Health Care Clinical Preceptors' Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study.

IPE fosters a dynamic learning environment that may promote students' knowledge, abilities, and collaborative approach towards addressing challenging clinical circumstances. While much has been reported in the literature regarding these diverse IPE learning environments, limited information exists regarding clinical preceptors' attitude and perceptions of IPE, especially in Saudi Arabia. Given the impact clinical preceptors have on the formation of healthcare students exploring their perceptions, which may impact their actions is imperative. The study focused on understanding the attitudes and perceptions of clinical preceptors towards IPE in a healthcare setting in Saudi Arabia. The study was conducted in Saudi Arabia. Data was collected via Email letter of solicitation (LOS) which included a link to the Readiness for Interprofessional Learning Scale (RIPLS) survey. The LOS was sent to all the health care programs in Saudi Arabia. The study surveyed 182 clinical preceptors. The findings revealed consistent favorable opinions towards "Teamwork and Collaboration". The majority of preceptors concurred that learning alongside other students would increase students' efficiency on healthcare teams and deepen their comprehension of clinical issues. The "Roles and Responsibilities" category, however, obtained lower ranks in general from the preceptors. Not surprising, differences in rankings were greatest between preceptors who had and did not have IPE exposure, there were significant variations in views toward "Teamwork and Collaboration", "Negative Professional Identity", and "Roles and Responsibilities". Preceptors exposed to IPE showed lower median ratings for "Negative Professional Identity" and "Roles and Responsibilities" and better median scores for "Teamwork and Collaboration". The attitudes and perceptions of preceptors who had experienced IPE were more favorable toward IPE and thus may foster it more effectively in the students they work with. Therefore, ensuring that all preceptors are aware of and have experience with IPE is important as we seek to promote person-centered care.

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations. Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes. Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation. Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

FOFA da residência em medicina de família e comunidade no estado de São Paulo

Abstract Introduction: Medical residency is the gold standard for training in Family and Community Medicine. In the last decade there has been a significant increase in vacancies without evaluating quality of the programs. Objective: To observe and qualify the perception of the residency preceptors in this area. Methodology: Application of a quali-quantitative questionnaire in the state of São Paulo, with descriptive statistical analysis and use of the SWOT matrix associated with the Donabedian Triad based on Content Analysis of the interviewees. Results: The sample consisted of 64 preceptors in 27 programs, with a median age of 37 years, consisting of 52% women. The most prevalent distribution is 2 residents per preceptor and 67% also work with undergraduate students. Of the sample, 56.7% have medical residency and 13.4% have degrees, in addition to 82% courses in preceptorship. The qualitative analysis indicates training in preceptorship and the increase in specialists as relevant points, but there is still difficulty with the organization of services and low support from municipal management. Conclusion: Although there are preceptors with adequate training, it is still necessary to increase their number considering the disproportionate increase in the number of vacancies to the installed capacity. Improvement of structural conditions and greater support from municipalities will be necessary, according to the perception of preceptors in family and community medicine.

753. Impact of a "Real-Time" Case-Based Infectious Disease Elective on Student and Preceptor Perceptions of Confidence with Entrustable Professional Activities

Abstract Background Pharmacy students often struggle transitioning from the didactic to experiential setting, primarily due to the lack of live clinical interaction. A didactic infectious diseases case-based elective was designed to implement this concept (using volunteer preceptors) to create rotation-ready students. The purpose of this project is to evaluate the impact of patient cases on students’ ability to engage in professional, interdisciplinary interactions and to subsequently determine if the students’ perceptions correlate with the evaluation of their performance from volunteer preceptors. Methods Third-year pharmacy students were enrolled in the elective and presented with two infectious disease cases throughout the course. Cases required students to interact with an infectious disease pharmacist/resident volunteer acting in the role of an attending physician or microbiology lab technician. Students contacted team members daily (mimicking "rounds") as part of an infectious disease consult service. Students completed each case “in real time” and were tasked with updating the attending physician with appropriate changes to the antibiotic regimen as more information (ie-labs) became available . Volunteer preceptors were surveyed on specific student entrustable professional activities. Students were also asked to self-assess their confidence in these areas. Results from students vs preceptors were then compared. Results Of 47 students surveyed (over 2 course iterations), 100% of the students felt confident in their ability to engage professionally with other members of the healthcare team, make evidence-based recommendations, and research complex drug information questions using primary literature at the end of the course. Of 41 preceptors surveyed, > 85% of preceptors felt confident in the students’ abilities to interact professionally, utilize primary literature to make evidence-based recommendations, and answer complex drug information questions. Conclusion Student engagement in simulation activities requiring interactions with other healthcare members and research into primary literature leads to confidence in performing essential interprofessional and clinical skills. Preceptor assessment of these skills was in agreement with what students perceived. Disclosures All Authors: No reported disclosures

Midwifery students' perceptions of clinical learning experiences and midwifery preceptors in Turkey

BackgroundThe clinical education environment presents a valuable opportunity for students to learn, acquire and develop the clinical skills essential for professional midwifery practice. The presence of competent and relevant preceptors plays a pivotal role in ensuring the success of midwifery students and fostering positive clinical experiences. AimThis study was conducted to evaluate the clinical practice experiences of midwifery students and their perceptions of midwifery preceptors. DesignA descriptive and cross-sectional study. MethodsThis study was conducted with 205 students enrolled in the midwifery department of the Faculty of Health Sciences of a state university in Turkey. Data collection used a participant information form and the Clinical Learning Environment and Midwifery Preceptor Scales designed to assess factors affecting midwifery students' clinical learning. Data analysis was performed using the SPSS 22.0 program, employing methods such as the Independent Sample T-Test, One-Way Analysis of Variance and Tukey test. ResultsThe average total score on the Clinical Learning Environment scale was 31.08±2.16 out of a possible 32, while the average total score on the Midwifery Preceptors scale was 17.60 (SD 1.27) out of a possible 18. The mean total score of the Midwifery Preceptor Scale and the mean scores of the sub-dimensions of Skill Development and Midwifery Practice Philosophy were found to be statistically significantly higher in those aged 21 years and older than aged 20 years and younger (P < 0.05). The Midwifery Preceptor Scale total score, the Clinical Learning Environment Scale total score and Skill Development sub-dimensions mean scores of the second-year students were found to be statistically significantly higher than the first and third-year students (P <0.05). Furthermore, students who received education in larger groups and willingly chose and had a passion for the midwifery profession demonstrated significant positive perceptions regarding their clinical learning environment experiences and the impact of their preceptors on their professional growth. ConclusionsUnderstanding the perspectives of midwifery students regarding the clinical education environment, preceptors and the teaching and learning process holds great importance for enhancing the quality of the clinical education environment and fostering the development of clinical competencies among midwifery preceptors.

Pharmacy student and preceptor perceptions of elective introductory experiential learning

Background: Elective Introductory Pharmacy Practice Experiences (IPPEs) were created to expose students to specialised areas of pharmacy practice, provide options for experiential learning during the third professional (P3) year, and offer valuable experiences for students and sites prior to Advanced Pharmacy Practice Experiences (APPEs). This study sought to determine why students chose to take elective IPPEs and what rotation elements were perceived to be most valuable to preceptors and students. Methods: Elective, longitudinal IPPEs were offered each term of the P3 year. Students were surveyed before and after to determine their reasons for completing an elective IPPE and what aspects of the rotation were most valuable. Preceptors were surveyed to determine their perceived value of these rotations. Results: From 2015 to 2019, 124 students (37.5% of eligible students) participated in 139 elective IPPEs. Students selected gaining additional knowledge and skills as a top five reason to take an elective IPPE as 86.3%. Students most frequently cited professional development and enhanced understanding of pharmacist roles (24.2%) as the most valuable things learned. Conclusion: Elective IPPEs provided valuable experiences to students and preceptors. Students valued the opportunities to explore specialised areas of practice; preceptors found value in the required activities and the rotations professionally rewarding.

Determining preceptor perceptions of APPE readiness through the use of entrustable professional activities

IntroductionPharmacy programs are required to demonstrate that students are advanced pharmacy practice experience (APPE) ready, but neither a professionally recognized definition of nor a consistent approach to assess APPE readiness exists. MethodsAPPE preceptors were surveyed about the relationship of EPAs to APPE readiness in three domains, including: (1) each EPA's relative importance, (2) indicators that a student is not ready to begin APPEs, and (3) each EPA's expected level of entrustment on the first day of the first APPE. We determined consensus of EPA importance and expected level of entrustment by adapting previously published thresholds. We analyzed the association between preceptor or practice setting characteristics with ranking of EPA importance. ResultsOf the 431 preceptors queried, 31% responded. Ten EPAs, primarily those reflecting the first three steps of the Pharmacists' Patient Care Process (PPCP), were identified as important with strong consensus. Ambulatory care preceptors placed higher importance on EPAs, primarily in the final steps of the PPCP and within the public health domain. Professionalism issues were most often cited as reasons for a lack of APPE readiness. There was considerable variability (weak or moderate consensus) in preceptors' expected level of entrustment per EPA. ConclusionsPharmacy programs can consider prioritizing EPAs in the domains of patient care and information master when developing APPE readiness plans; professionalism should also be emphasized. Further work is needed to better understand what level of entrustment preceptors expect of an APPE ready student.

Preceptor Perceptions of Educational Exposure to the Social Determinants of Health – A Pilot Study

Preceptor Perceptions of Educational Exposure to the Social Determinants of Health – A Pilot Study

Preceptor perceptions of a redesigned entrustable professional activity (EPA) assessment tool in pharmacy practice experiences

IntroductionThe purpose of this study was to determine pharmacy preceptor perceptions of an entrustable professional activity (EPA) evaluation tool redesigned in 2019 and launched for use in May 2020. MethodsParticipants received an optional survey in June 2021 regarding their perceptions of the redesigned EPA assessment tool. The survey used a combination of open- and closed-ended questions regarding preceptor perceptions of the revised form, including perceptions of accuracy, usability, ease of use, grading, EPAs, and form layout. Preceptor perceptions were measured using seven-point Likert-type items and analyzed with descriptive statistics. Open-ended items were coded by at least two faculty members using qualitative content analysis. ResultsWe received 106 responses (19.5% response rate) and analyzed a total of 91 responses. Most questions related to perceived accuracy were rated positively, and preceptors indicated it was easier to assign grades and provide feedback on EPAs using the new form. Preceptors agreed that EPAs indicated when students on clinical rotations excel and when they need to improve. Preceptors reported they could effectively evaluate students and do so in a way that saves them time. Overall, preceptors agreed that the form instructions helped them accurately assess student performance, and the new narratives helped them remember the assessment standards. ConclusionsOverarchingly, preceptors perceived that the new EPA assessment tool allowed them to provide feedback and grades more accurately, efficiently, effectively, and easily. This information will assist our institution in determining next best steps for EPA assessment tool updates.

Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors

ObjectiveThe 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. MethodsThis 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. ResultsIn 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.” ConclusionVariation 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.

Electronic Logbook sebagai Strategi Quality Improvement Model Preceptorship dan Mentorship Perawat

This study aims to identify problems and develop a quality improvement strategy design in the perinatology installation of X Hospital. The method used is a case report using an action research approach. The results showed that the majority level of the preceptor's role was still low (68.2%), but the psychological empowerment and self-efficacy level of preceptor nurses was high (54.5%; 59.1%). The story of commitment to the preceptor's role and the preceptor's perception of benefits and rewards was also low (66.7%; 66.7%), but the preceptor's perception of support was high (66.7%). Evaluation of the implementation of the electronic logbook obtained data that the majority of nurses felt that the role and function of the head of the room in program implementation were good and the technical evaluation of program implementation was also appropriate, but the need for socialization in implementing the program needed to be increased again. In conclusion, nurse managers must strive to educate and improve the motivation and commitment of nurses in supporting the change program, followed by program monitoring and evaluation activities.&#x0D; Keywords: Electronic Logbook, Mentorship, Nurse, Preceptorship

Athletic Training Preceptor Perceptions of Interprofessional Collaborative Practice in Clinical Learning Experiences

Background: Interprofessional education and collaborative practice are standards that have been added to the accreditation standards for athletic training education. Athletic training educators will need to provide interprofessional experiences to their students to remain compliant with the standards. The goal of the mixed methods study was to explore athletic training preceptors' perceptions of interprofessional education and collaborative practice in the clinical setting. Methods: A total of 34 athletic training preceptors completed the full online survey, and of those, 5 completed the semi structured interview. Participants completed an asynchronous online module and a retrospective pretest survey using the ISVS-21 about their beliefs, behaviors, and attitudes about interprofessional education and practice. Participants that volunteered were asked additional questions during a semi-structured interview. Results: The findings of this study found that the educational module was effective in increasing the beliefs, behaviors, and attitudes of athletic training preceptors with a short online module and that preceptors had positive attitudes/beliefs about IPE/IPCP, however, preceptors identified lack of education about IPE/IPCP and barriers to implementing IPE/IPCP with and without students that influenced their use of IPE/IPCP. Conclusion: Athletic training programs could educate and develop athletic training preceptors in interprofessional education and clinical practice to help develop opportunities for athletic training students in the clinical setting.

Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback

Purpose: Effective feedback delivery is critical to behavior modification and skill improvement in novice learners and athletic training programs often use annual training to teach preceptors to develop feedback skills. The purpose of this research project was to evaluate the effectiveness of an on-line asynchronous educational module for improving feedback delivery. Method: We used a single cohort, repeated measures design (pre, post, post-post) and an eAuthoring tool (Softchalk©) and online assessments (Qualtrics® Provo, UT) to evaluate the educational module. Preceptors (n=351) from 17 post-baccalaureate programs began the study; 48 completed all 3 assessments. We delivered a content validated lesson and assessments using various learning theories including video demonstrations with paired reflections. The desired outcome was to enhance the knowledge of effective feedback characteristics to be used in practice. The pre-test assessed self-reported feedback behaviors on a Likert Scale and knowledge (score=25). The immediate post-test reassessed feedback knowledge. At least 8 weeks following completion of the module, participants were asked to reassess feedback delivery behaviors. Throughout the process, participants provided a definition of “effective feedback” scored on 7 key criteria for effective feedback delivery. Descriptive statistics and paired t-tests were used to analyze the data and significance was set at Pa-priori. Results: Significant improvements (P-3.298 P=.001, Cohen’s d=.889). There were no other significant differences between pre-test and follow-up behaviors (P&gt;.05), as participants generally agreed they performed effective feedback behaviors (mode=4) at both time points. Conclusions: Behaviors regarding effective feedback were not changed over the long-term, which may have been a result of the method of performance feedback. Preceptor training is both a requirement and a need in effective athletic training clinical education. Future research should aim to identify mechanisms to improve preceptor feedback and confirm preceptor perceptions through student evaluations.

Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

Objective. To explore preceptors' perceptions about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation.Methods. Using a semi-structured approach, we interviewed 26 preceptors who had recently supervised students who took part in the transformed curriculum and students from the previous curriculum. A directed content analysis approach was used to analyze the transcripts.Results. Preceptors described students from the transformed curriculum as having improved professional skills, behaviors, and attitudes and as having an increased ability to perform clinical activities compared to students of the previous curriculum. Preceptors also perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They less frequently expressed that students in the transformed curriculum had lower-than-expected knowledge levels.Conclusion. The results of this study suggest that curricular transformation with a focus on skill-based and active learning can improve the performance of pharmacy students in terms of their professional behaviors and attitudes, skills, knowledge, and clinical abilities, as perceived by preceptors.

Pharmacy Students' and Pharmacist Preceptors' Perceptions of the Hospital Rotation Experience during the COVID-19 Pandemic.

The COVID-19 pandemic brought significant disruptions to pharmacy experiential education. To ensure the safety of students and staff, university and rotation site educators needed to make changes rapidly to adapt to the dynamic environment. To explore the impact of the COVID-19 pandemic on pharmacy students and their preceptors during experiential rotations and to identify any barriers to learning that arose and opportunities for improvement. Two online questionnaires were developed to explore the perceptions of pharmacy students and preceptors during experiential rotations. The following topics were examined: support for rotations by the hospital and the university, perceived safety, accessibility of resources, interpersonal interactions, professional development, assessment and evaluation, and overall impressions. All Advanced Pharmacy Practice Experience students from the University of Toronto who completed 1 or more rotations at North York General Hospital during the 2020/21 academic year and their preceptors were invited to participate. Sixteen and 25 questionnaires were completed by students and preceptors, respectively. Both groups agreed that they were adequately prepared for the rotations and felt safe. There was a decrease in interpersonal interactions, while the use of virtual communication tools increased. Lessons learned included the need for timely communications and access to resources for learners and preceptors, contingency plans for staff shortages and outbreaks, and workspace assessments. During the COVID-19 pandemic, implementation of experiential rotations was associated with many challenges, but pharmacy learners and preceptors believed the overall experience was not significantly affected.