ASSOCIATION REPORT
Mentoring plays a critical role in pharmacy education APhA–APPM: Vibhuti Arya Amirfar and Susan S. Vos APhA–APRS: Aleda M. H. Chen APhA–ASP: Joseph C. Haley
APhA–APPM Strategies for today’s excellent preceptors Every one of us can think of at least one excellent preceptor who left us inspired and wanting to be better versions of ourselves. Every pharmacist has had one, and every pharmacist Amirfar knows one, but how do you become one? A Google searchfor the word “preceptor” yields about a million hits. The information available today to help preceptors is abunVos dant, but turning that information into an actionable reality in your everyday practice can be quite a challenge; and so, we’ve put our heads together, dissected our best ideas, and come up with what we consider to be our top 10 strategies for today’s excellent preceptor: 1. Understand the college’s expectations. Preceptors should investigate the college’s expectations as they may differ depending on the college, the type of experience, and the year of the student. Much of this information can be found within the college’s website, preceptor manual, or training program. 2. Work the students into your daily practice. Find ways to have students incorporate themselves into what you are already doing. Try to not spend an extraordinary amount of time “lecturing,” but focus on discussion, practice, and repetition. Help the students apply the skills they’ve learned to real projects
that matter rather than creating new work for them and yourself. 3. Understand today’s students. Many of the students you will teach are of the millennial generation (born between the early 1980s and early 2000s). They are better educated, more ethnically diverse, and more affluent than any previous generation. Words used to describe the millennial generation have included “special,” “sheltered,” “confident,” “team-oriented,” “achieving,” “pressured,” and “conventional.”1 Millennial students often need consistent accountability, structure, and feedback, and they do well with technology, multitasking, and teamwork. Embrace their diverse learning styles and encourage communication so that you work with them rather than against them. 4. Use the “one-minute preceptor” model. This five-step process is a quick and easy way to enhance learning in the
clinical setting. The steps include: get a commitment from the student, probe the student for supporting evidence, teach a general rule, reinforce what was done correctly, and—finally—correct mistakes.2 5. Know what to do if a student is struggling. Students may struggle for a variety of reasons—knowledge or skill deficit, attitude problems, or personal issues. Every college has a specific process to follow if a student is in jeopardy of failing. Most often, this involves early communication with the college’s office of experiential education, evidence of strong orientation and expectation setting at the beginning of the experience, documentation of feedback and goal setting throughout the experience, and continuous updates and discussion with the student, the preceptor, and the school’s experiential education office. Dealing with challenging students is never simple; therefore, it is good to plan ahead for these situations. 6. Give feedback to students. To learn well, students must receive constructive feedback on their performance. When positive performance occurs, praise it specifically and quickly, allow the student to savor the moment, and encourage more. When negative per-
The Association Report column in JAPhA reports on activities of APhA’s three Academies and topics of interest to members of those groups. The APhA Academy of Pharmacy Practice and Management (APhA–APPM) is dedicated to assisting members in enhancing the profession of pharmacy, improving medication use, and advancing patient care. Through the APhA-APPM Special Interest Groups (SIGs), the Academy provides members a mechanism to network and support the profession by addressing emerging issues. To access a listing of APhA-APPM SIGs, visit www.pharmacist.com/apha-appm. The mission of the APhA Academy of Pharmaceutical Research and Science (APhA–APRS) is to stimulate the discovery, dissemination, and application of research to improve patient health. Academy members are a source of authoritative information on key scientific issues and work to advance the pharmaceutical sciences and improve the quality of pharmacy practice. Through the three APhA–APRS Sections (Clinical Sciences, Basic Pharmaceutical Sciences, and Economic, Social, and Administrative Sciences), the Academy provides a mechanism for experts in all areas of the pharmaceutical sciences to influence APhA’s policymaking process. The mission of the APhA Academy of Student Pharmacists (APhA–ASP) is to be the collective voice of student pharmacists, to provide opportunities for professional growth, to improve patient care, and to envision and advance the future of pharmacy. The Association Report column is written by Academy and Section officers and coordinated by JAPhA Managing Editor Honey Fisher of the APhA staff. Suggestions for future content may be sent to [email protected].
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formance occurs, give feedback quickly while remaining specific and calm, encourage improvements, and move on.3 Think of an action plan to help the student remedy his or her performance. Finally, revisit your assessment rubric to ensure that it gives the student a clear sense of expectation. 7. Accept feedback from students. Most colleges provide feedback from students in an anonymous, summative fashion to preceptors and sites. Take time to read and reflect upon how you can improve as a preceptor. Think of your own learning and teaching style, and appreciate that of your students. Consider giving students a voice to express their overall experience through means other than just face-to-face communication, such as an end-ofcycle reflection paper. 8. Be a mentor. Mentoring is an art, and one that requires continuous self-reflection and learning. It may not come easy to you as a preceptor, and in some cases it may even make you eager to win a student’s validation. Remember to keep students’ progress and success at the forefront of your priorities. This will help you set clear expectations and goals with your students, give constructive feedback, and genuinely focus on their growth, regardless of outcome. The process of mentoring is as much about learning as it is about educating and sharing knowledge. Becoming a learning partner with your mentees will help you share your wisdom and allow them to share their own.4 The best outcome is that both the mentor and mentee will grow and foster a lifelong learning relationship. 9. Participate in reflection. In embodying lifelong learning, take some time for self-reflection. To help prepare for this, go back to your teaching philosophy or your motivation for being a preceptor. Think about ways in which you’ve grown as an educator, and think of ways in which you still wish to grow. Self-reflection and awareness will help you focus on the learning partnership with your students, help identify how your experience has shaped your teaching, and ultimately aid in being able to compassionately detach from students to help them learn and grow in a healthy manner without seeking validation.
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10. Stay competent. In any profession, lifelong learning is a key element of a successful practitioner. Similarly, as you engage students in lifelong learning, think of your own path and be sure to stay competent in your area of expertise through new knowledge and experiences. Involving your students in doing the same will be exciting and help you both gain new knowledge and skills, ultimately for the betterment of your patients, yourselves, and the profession as a whole.
In any given scenario of being a preceptor, there are numerous lessons to be learned. This list is but a fraction of the many skills and strategies that can be employed to fruitfully engage in an educational exchange. Each preceptor–student relationship offers a specific strength and talent, and a new opportunity to learn and grow for both the student and the preceptor. The most effective preceptors, one could argue, embody humility, compassion, and lifelong learning, but also hold their students to a high level of professionalism and quality. Effective preceptors recognize the strengths and limitations in themselves and their students, and work together to elevate each other to the best versions of themselves. As our profession continues to evolve, preceptors are being called to work with the next generation of pharmacists to embody lifelong learning, stronger leadership, and innovation in how we can apply our knowledge and skills to advance our profession and improve patient care. Vibhuti Arya Amirfar, PharmD APhA–APPM Preceptor SIG Coordinatorelect and Clinical Assistant Professor College of Pharmacy and Health Sciences St. John’s University New York, NY [email protected] Susan S. Vos, PharmD, BCPS APhA–APPM Preceptor SIG Coordinator, Clinical Associate Professor, and Director of the Professional Experience Program College of Pharmacy University of Iowa Iowa City, IA [email protected]
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References 1. Howe N, Strauss W. Millennials rising: the next great generation. New York: Vintage Books; 2000. 2. Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. 1992;5:419–424. 3. Blanchard KH, Johnson S. The one minute manager. New York: William Morrow; 1982. 4. Stoddard DA, Tamasy RJ. The heart of mentoring: ten proven principles for developing people to their fullest potential. Colorado Springs, CO: NavPress; 2009.
APhA–APRS Mentoring can spark an interest in pharmacy research When I was a pharmacy student, I wasn’t interested in research because the only type I thought existed was bench research. However, an opportunity to turn a class assignChen ment into a journal article under the mentorship of a faculty member sparked an interest in research and changed my career path. Not every student will have the life-changing experience I did, but the opportunity for students to engage in research will help them understand its importance in creating new ideas, determining best practices, and evaluating outcomes. Because residencies and fellowships include research projects, and considering the increasing need to demonstrate the value of pharmacists in the health care team, research is an important component of all areas of pharmacy. How do you engage student pharmacists in research? Some institutions may offer required research courses or research electives that assist in finding students already interested in research.
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However, if your institution does not offer such opportunities, there are plenty of options currently available. Look at written assignments in your curriculum, such as a drug monograph assignment, journal club exercise, or reflective writing exercise, and ask students who had creative or well-researched submissions to assist with a project. More often than not, student pharmacists are very excited when presented with such an opportunity. Other options for engaging students include offering informational sessions on research (and recruiting from those who attend), e-mailing students about available opportunities, or creating faculty–student pharmacist or graduate student–student pharmacist research mentoring programs. If you are in a clinical setting, find the student who showed interest in a clinical issue and invite him or her to participate in a project. What happens next? How do you mentor or precept a student pharmacist in research? I have seen a research project have significant issues because the preceptor had an initial meeting with the student and expected him or her to complete the entire project independently. Student pharmacists are still students; they need mentoring. When precepting students on research, it is vital to take time to meet with them regularly to troubleshoot and answer questions. I would also argue that you need to train students for the project you expect them to complete. Start out by assessing their strengths and weaknesses, and create a training or mentoring program to prepare them for research. This program doesn’t need to be extensive, but the more prepared the student is, the better the outcomes will be. Maybe you find out that your student struggles with the literature review process. Assign a reading from a textbook or demonstrate some search strategies before having them perform a literature review. 468 JAPhA | 5 4:5 | S E P /OCT 2 0 1 4
If you expect your students to design a survey instrument, have them read an article or book chapter on best practices for survey design. Training should also relate to the methodology. For example, if you expect students to collect data in a lab setting, train them in good laboratory practices and on how to operate the instruments. Or if it’s a clinical project, make sure they know how to assess blood pressure or administer a cognition exam. While training a student before a project begins may seem like too much of a time commitment, it prevents many of the frustrations both you and the student pharmacist will have if they aren’t prepared. In any setting, student pharmacists should engage with the literature prior to starting a project. Have them read key articles in your area of research, or conduct a literature search to find related articles and create a summary. Then, if they assist you in writing the manuscript, they only have to update and expand that literature summary. Giving students sample articles or having them participate in peer review can make the process easier. Also, resist the urge to “fix” their work; student pharmacists will often continue making the same mistakes if they don’t correct it themselves. For example, instead of editing their grammar, explain the rules they are breaking, and ask them to edit the manuscript on their own. No matter the setting, precepting student pharmacists on research projects can be both exhilarating and exhausting—and take a good deal of time and effort. And I have to admit, seeing student pharmacists’ excitement for creating new ideas and finding “answers” to questions invigorates and excites me about research all over again. Aleda M. H. Chen, PharmD, MS, PhD Vice Chair and Assistant Professor of Pharmacy Practice School of Pharmacy Cedarville University Cedarville, OH [email protected] ja p h a.org
APhA–ASP
Precepting strategies: the student perspective A student enters into a new rotation analogous to an attempt to drink out of a fire hose. There lies a steep learning curve upon entering an uncharted institution with specific proHaley cedures, diverse personnel, and a host of new expectations. This piece is designed to assist in building connection, creating value, and improving results between preceptors and students. Students do not want to tax or add stress to a preceptor’s life any more than they want to finalize a journal club submission in lieu of sleep. First, I personally recommend that all parties in the rotational experience familiarize themselves with Michael D. Watkins’ book The First 90 Days. He writes, “Negotiate success: figure out how to build a productive working relationship with your new boss(es) and manage their expectations. This means carefully planning for a series of critical conversations about the situation, expectations, working style, resources, and your personal development.”1 Although students are in charge of their own learning and success, preceptors can aid in students’ learning development and gain consensus with them in regard to their rotational plans. Sarah Reeg, a final-year student pharmacist at Palm Beach Atlantic University in West Palm Beach, FL, said, “I love a challenge and will work hard to surpass the cookie cutter approach to learning.” Several student pharmacists agreed with the notion that the role of a preceptor is not to instill a million facts into mentees but to deliver deep insights on a few specific topics. A desire for the impartation of these insights and gripping experiences is innate. One student joked, “We cannot standardize everything.”
Journal of the American Pharmacists Association
Helping people takes people—13,000 to be exact—that can handle everything from the high-tech, worldwide distribution of specialty oncology therapies to spending time on the phone counseling a worried patient. It takes a global healthcare solutions leader dedicated to enhancing patient care through end-to-end solutions for Journal of the American Pharmacists Association
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manufacturers, pharmacies and providers. It takes AmerisourceBergen.
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ASSOCIATION REPORT
A number of students interviewed for this story said they felt physically overworked with menial tasks during rotation. The approximate cost of a single day on rotation is $100–150. The preceptor should keep that in mind when assigning copious amounts of lower-level work or labor. Tailor the learning objectives to the individual student and allot time for focused learning. One student said, “I wish I had one hour of personal research time regarding a topic of interest.” Plan this into a day or two per week and have the student report back his or her findings. All parties will benefit. Assertiveness is a quality every student pharmacist needs to bestow. The preceptor should create an open and respectful environment for students to express their viewpoints. Mohammed Abdulwahhab, a finalyear student pharmacist at Lake Erie College of Osteopathic Medicine in Erie, PA, said, “Create an additive effect: ‘Here’s what I want to learn plus what you think I should learn.’” Students are often plagued with “things we don’t know or ask, because we don’t know they even exist.” Students want to align rotational work with their passions; we need help identifying specific opportunities that will accomplish this goal. Albert J. McKee, a final-year student pharmacist at the University
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of Florida in Gainesville suggested incorporating two required projects: a predefined assignment with standardized grading rubric and a flexible assignment that addresses the needs of the preceptor or institution. In his own institutional example, McKee said he presented primary literature for a journal club and then researched protocols and evidence, created information packets, and provided in-service educational sessions. “Take a gamble on me for the benefit of the institution,” he said. “I want to add value!” McKee added, “The minute I was empowered to do meaningful work rather than simply completing tasks, the paradigm changed. I felt compelled, engaged in the team, and respected for the skills I could offer as a student pharmacist.” “Seek feedback before administering feedback,” was another student suggestion. Experiencing a Pharmacy and Therapeutics Committee meeting, hiring processes, planning meetings, or even grand rounds presentations are great learning experiences. It would be beneficial for a preceptor to debrief students by asking open-ended questions and allowing their opinions to bloom. Then, provide feedback from a preceptor perspective. This allows the preceptor to ascertain what was learned and quickly help identify any gaps in under-
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standing, or correct misnomers. In conclusion, I highlight one student’s success. During an ambulatory care rotation, a patient presented with complaints of leg pain. The patient had failed other statins secondary to myopathy. The student read several case reports of coenzyme Q10 with low dose rosuvastatin and recommended the regimen to the preceptor. The preceptor met with the patient and implemented the treatment. Generating such a win will live in a student’s memory and motivate him or her to new heights. Securing early wins allows students to build personal credibility and improve patient care. Each rotation experience deserves a systematic and focused learning plan, and a caring and wise preceptor such as you. Joseph C. Haley 2015 PharmD candidate College of Pharmacy University of Florida Gainesville, FL [email protected] doi: 10.1331/JAPhA.2014.14531
References 1. Watkins MD. The first 90 days: critical success strategies for new leaders at all levels. Boston, MA: Harvard Business Review Press; 2003.
Journal of the American Pharmacists Association
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SEPTEMBER 2014 • PharmacyToday HSE 5
SAN DIEGO, CA | MARCH 27–30, 2015
“
If not for the Annual Meeting, I wouldn’t have met an important colleague and lifelong friend. We help each other through obstacles each day. Monali Majmudar
”
People have many reasons for attending APhA’s Annual Meeting: connections, camaraderie, education, inspiration. Regardless of why you come, you’re part of something special.
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APhA2015 Annual Meeting & Exposition |San Diego, CA | March 27–30, 2015
FIND YOUR OPPORTUNITY APhA’s Annual Meeting lasts only a few days, but the benefits can extend throughout your career
APhA2015 MOVES OUR FIELD FORWARD. This year’s theme, Advancing as One, echoes a commitment to you and to our profession as a whole. It acknowledges the challenges we face as pharmacy becomes more of a frontline provider of care. It addresses the boundless opportunities we all have to thrive amid these changes and to better serve our patients— the pharmacy family’s most important members.
WHAT DO YOU WANT TO LEARN? Advance your education with APhA2015’s tailored sessions, which bring you the latest innovations, knowledge, and strategies you can immediately use in your practice. Choose from over 70 learning opportunities to increase your value and make big strides in your professional
development—earning up to 20 hours of CPE credits in the process. You’ll also find a range of practical courses: knowledgebased and application-based activities and certificate training programs. Be sure to sign up soon, though, because seats are limited.
EXPLORE WHAT’S NEW AT APhA2015 EXPOSITION Be one of the first to explore new frontiers in pharmacy from more than 150 exhibiting companies. Expand your network and meet with industry leaders and company representatives as they: ■ Demonstrate innovative products ■ Discuss exciting new services ■ Answer your questions on recent developments
Register today at APhAMeeting.org Journal of the American Pharmacists Association
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APhA2015 OFFERS EXCEPTIONAL CPE OPTIONS, NETWORKING OPPORTUNITIES, AND A CHANCE TO RECHARGE FOR PROFESSIONALS FROM ALL PRACTICE SETTINGS: ■ Independent Retail ■ Hospital Clinic ■ Physician-based Practice ■ Supermarket/Mass Merchant ■ International Pharmacy ■ Academia and Research ■ Chain Store Retail
FOLLOW US ON: Facebook APhApharmacists Twitter #APhA2015 @APhA2015
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I came to my first Annual Meeting during my third year of pharmacy school. I was amazed and so impressed by the people I met and the network of colleagues I developed. I always learn something new. Bella Mehta
GET THE BEST VALUE WITH PREMIUM REGISTRATION Take the lead to maximize your APhA2015 benefits with the Premium Registration Package— which includes CPE courses, Video on Demand, and a oneyear bonus of APhA membership for nonmembers.
96%
of attendees agreed the knowledge and skills gained at APhA2014 would help them improve their practice.
74%
APhA2015 Video on Demand offers 11 recorded education sessions for use after the meeting—for a total of 22 hours of home-study CPE credit. The one place APhA Annual Meeting doesn’t take the lead is in costs. We strive to put together multiple discounts and special offers, to make participation easier. Find an offer that’s right for you at APhAMeeting.org.
Journal of the American Pharmacists Association
of attendees would make changes in their practice based on what they learned at APhA’s Annual Meeting education sessions.
DAY OF SCIENCE This year, you can get ahead by meeting all of your science needs in a single day. Connect with fellow scientists and researchers in a full day of sciencerelated activities, including a keynote speaker, podium sessions, oral poster sessions, and numerous networking opportunities. This tightly focused programming frees you to engage in more activities on other days. j apha.org
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Mentoring plays a critical role in pharmacy education APhA–APPM: Vibhuti Arya Amirfar and Susan S. Vos APhA–APRS: Aleda M. H. Chen APhA–ASP: Joseph C. Haley
APhA–APPM Strategies for today’s excellent preceptors Every one of us can think of at least one excellent preceptor who left us inspired and wanting to be better versions of ourselves. Every pharmacist has had one, and every pharmacist Amirfar knows one, but how do you become one? A Google searchfor the word “preceptor” yields about a million hits. The information available today to help preceptors is abunVos dant, but turning that information into an actionable reality in your everyday practice can be quite a challenge; and so, we’ve put our heads together, dissected our best ideas, and come up with what we consider to be our top 10 strategies for today’s excellent preceptor: 1. Understand the college’s expectations. Preceptors should investigate the college’s expectations as they may differ depending on the college, the type of experience, and the year of the student. Much of this information can be found within the college’s website, preceptor manual, or training program. 2. Work the students into your daily practice. Find ways to have students incorporate themselves into what you are already doing. Try to not spend an extraordinary amount of time “lecturing,” but focus on discussion, practice, and repetition. Help the students apply the skills they’ve learned to real projects
that matter rather than creating new work for them and yourself. 3. Understand today’s students. Many of the students you will teach are of the millennial generation (born between the early 1980s and early 2000s). They are better educated, more ethnically diverse, and more affluent than any previous generation. Words used to describe the millennial generation have included “special,” “sheltered,” “confident,” “team-oriented,” “achieving,” “pressured,” and “conventional.”1 Millennial students often need consistent accountability, structure, and feedback, and they do well with technology, multitasking, and teamwork. Embrace their diverse learning styles and encourage communication so that you work with them rather than against them. 4. Use the “one-minute preceptor” model. This five-step process is a quick and easy way to enhance learning in the
clinical setting. The steps include: get a commitment from the student, probe the student for supporting evidence, teach a general rule, reinforce what was done correctly, and—finally—correct mistakes.2 5. Know what to do if a student is struggling. Students may struggle for a variety of reasons—knowledge or skill deficit, attitude problems, or personal issues. Every college has a specific process to follow if a student is in jeopardy of failing. Most often, this involves early communication with the college’s office of experiential education, evidence of strong orientation and expectation setting at the beginning of the experience, documentation of feedback and goal setting throughout the experience, and continuous updates and discussion with the student, the preceptor, and the school’s experiential education office. Dealing with challenging students is never simple; therefore, it is good to plan ahead for these situations. 6. Give feedback to students. To learn well, students must receive constructive feedback on their performance. When positive performance occurs, praise it specifically and quickly, allow the student to savor the moment, and encourage more. When negative per-
The Association Report column in JAPhA reports on activities of APhA’s three Academies and topics of interest to members of those groups. The APhA Academy of Pharmacy Practice and Management (APhA–APPM) is dedicated to assisting members in enhancing the profession of pharmacy, improving medication use, and advancing patient care. Through the APhA-APPM Special Interest Groups (SIGs), the Academy provides members a mechanism to network and support the profession by addressing emerging issues. To access a listing of APhA-APPM SIGs, visit www.pharmacist.com/apha-appm. The mission of the APhA Academy of Pharmaceutical Research and Science (APhA–APRS) is to stimulate the discovery, dissemination, and application of research to improve patient health. Academy members are a source of authoritative information on key scientific issues and work to advance the pharmaceutical sciences and improve the quality of pharmacy practice. Through the three APhA–APRS Sections (Clinical Sciences, Basic Pharmaceutical Sciences, and Economic, Social, and Administrative Sciences), the Academy provides a mechanism for experts in all areas of the pharmaceutical sciences to influence APhA’s policymaking process. The mission of the APhA Academy of Student Pharmacists (APhA–ASP) is to be the collective voice of student pharmacists, to provide opportunities for professional growth, to improve patient care, and to envision and advance the future of pharmacy. The Association Report column is written by Academy and Section officers and coordinated by JAPhA Managing Editor Honey Fisher of the APhA staff. Suggestions for future content may be sent to [email protected].
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formance occurs, give feedback quickly while remaining specific and calm, encourage improvements, and move on.3 Think of an action plan to help the student remedy his or her performance. Finally, revisit your assessment rubric to ensure that it gives the student a clear sense of expectation. 7. Accept feedback from students. Most colleges provide feedback from students in an anonymous, summative fashion to preceptors and sites. Take time to read and reflect upon how you can improve as a preceptor. Think of your own learning and teaching style, and appreciate that of your students. Consider giving students a voice to express their overall experience through means other than just face-to-face communication, such as an end-ofcycle reflection paper. 8. Be a mentor. Mentoring is an art, and one that requires continuous self-reflection and learning. It may not come easy to you as a preceptor, and in some cases it may even make you eager to win a student’s validation. Remember to keep students’ progress and success at the forefront of your priorities. This will help you set clear expectations and goals with your students, give constructive feedback, and genuinely focus on their growth, regardless of outcome. The process of mentoring is as much about learning as it is about educating and sharing knowledge. Becoming a learning partner with your mentees will help you share your wisdom and allow them to share their own.4 The best outcome is that both the mentor and mentee will grow and foster a lifelong learning relationship. 9. Participate in reflection. In embodying lifelong learning, take some time for self-reflection. To help prepare for this, go back to your teaching philosophy or your motivation for being a preceptor. Think about ways in which you’ve grown as an educator, and think of ways in which you still wish to grow. Self-reflection and awareness will help you focus on the learning partnership with your students, help identify how your experience has shaped your teaching, and ultimately aid in being able to compassionately detach from students to help them learn and grow in a healthy manner without seeking validation.
466 JAPhA | 5 4:5 | S E P /OCT 2 0 1 4
10. Stay competent. In any profession, lifelong learning is a key element of a successful practitioner. Similarly, as you engage students in lifelong learning, think of your own path and be sure to stay competent in your area of expertise through new knowledge and experiences. Involving your students in doing the same will be exciting and help you both gain new knowledge and skills, ultimately for the betterment of your patients, yourselves, and the profession as a whole.
In any given scenario of being a preceptor, there are numerous lessons to be learned. This list is but a fraction of the many skills and strategies that can be employed to fruitfully engage in an educational exchange. Each preceptor–student relationship offers a specific strength and talent, and a new opportunity to learn and grow for both the student and the preceptor. The most effective preceptors, one could argue, embody humility, compassion, and lifelong learning, but also hold their students to a high level of professionalism and quality. Effective preceptors recognize the strengths and limitations in themselves and their students, and work together to elevate each other to the best versions of themselves. As our profession continues to evolve, preceptors are being called to work with the next generation of pharmacists to embody lifelong learning, stronger leadership, and innovation in how we can apply our knowledge and skills to advance our profession and improve patient care. Vibhuti Arya Amirfar, PharmD APhA–APPM Preceptor SIG Coordinatorelect and Clinical Assistant Professor College of Pharmacy and Health Sciences St. John’s University New York, NY [email protected] Susan S. Vos, PharmD, BCPS APhA–APPM Preceptor SIG Coordinator, Clinical Associate Professor, and Director of the Professional Experience Program College of Pharmacy University of Iowa Iowa City, IA [email protected]
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References 1. Howe N, Strauss W. Millennials rising: the next great generation. New York: Vintage Books; 2000. 2. Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. 1992;5:419–424. 3. Blanchard KH, Johnson S. The one minute manager. New York: William Morrow; 1982. 4. Stoddard DA, Tamasy RJ. The heart of mentoring: ten proven principles for developing people to their fullest potential. Colorado Springs, CO: NavPress; 2009.
APhA–APRS Mentoring can spark an interest in pharmacy research When I was a pharmacy student, I wasn’t interested in research because the only type I thought existed was bench research. However, an opportunity to turn a class assignChen ment into a journal article under the mentorship of a faculty member sparked an interest in research and changed my career path. Not every student will have the life-changing experience I did, but the opportunity for students to engage in research will help them understand its importance in creating new ideas, determining best practices, and evaluating outcomes. Because residencies and fellowships include research projects, and considering the increasing need to demonstrate the value of pharmacists in the health care team, research is an important component of all areas of pharmacy. How do you engage student pharmacists in research? Some institutions may offer required research courses or research electives that assist in finding students already interested in research.
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Journal of the American Pharmacists Association
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However, if your institution does not offer such opportunities, there are plenty of options currently available. Look at written assignments in your curriculum, such as a drug monograph assignment, journal club exercise, or reflective writing exercise, and ask students who had creative or well-researched submissions to assist with a project. More often than not, student pharmacists are very excited when presented with such an opportunity. Other options for engaging students include offering informational sessions on research (and recruiting from those who attend), e-mailing students about available opportunities, or creating faculty–student pharmacist or graduate student–student pharmacist research mentoring programs. If you are in a clinical setting, find the student who showed interest in a clinical issue and invite him or her to participate in a project. What happens next? How do you mentor or precept a student pharmacist in research? I have seen a research project have significant issues because the preceptor had an initial meeting with the student and expected him or her to complete the entire project independently. Student pharmacists are still students; they need mentoring. When precepting students on research, it is vital to take time to meet with them regularly to troubleshoot and answer questions. I would also argue that you need to train students for the project you expect them to complete. Start out by assessing their strengths and weaknesses, and create a training or mentoring program to prepare them for research. This program doesn’t need to be extensive, but the more prepared the student is, the better the outcomes will be. Maybe you find out that your student struggles with the literature review process. Assign a reading from a textbook or demonstrate some search strategies before having them perform a literature review. 468 JAPhA | 5 4:5 | S E P /OCT 2 0 1 4
If you expect your students to design a survey instrument, have them read an article or book chapter on best practices for survey design. Training should also relate to the methodology. For example, if you expect students to collect data in a lab setting, train them in good laboratory practices and on how to operate the instruments. Or if it’s a clinical project, make sure they know how to assess blood pressure or administer a cognition exam. While training a student before a project begins may seem like too much of a time commitment, it prevents many of the frustrations both you and the student pharmacist will have if they aren’t prepared. In any setting, student pharmacists should engage with the literature prior to starting a project. Have them read key articles in your area of research, or conduct a literature search to find related articles and create a summary. Then, if they assist you in writing the manuscript, they only have to update and expand that literature summary. Giving students sample articles or having them participate in peer review can make the process easier. Also, resist the urge to “fix” their work; student pharmacists will often continue making the same mistakes if they don’t correct it themselves. For example, instead of editing their grammar, explain the rules they are breaking, and ask them to edit the manuscript on their own. No matter the setting, precepting student pharmacists on research projects can be both exhilarating and exhausting—and take a good deal of time and effort. And I have to admit, seeing student pharmacists’ excitement for creating new ideas and finding “answers” to questions invigorates and excites me about research all over again. Aleda M. H. Chen, PharmD, MS, PhD Vice Chair and Assistant Professor of Pharmacy Practice School of Pharmacy Cedarville University Cedarville, OH [email protected] ja p h a.org
APhA–ASP
Precepting strategies: the student perspective A student enters into a new rotation analogous to an attempt to drink out of a fire hose. There lies a steep learning curve upon entering an uncharted institution with specific proHaley cedures, diverse personnel, and a host of new expectations. This piece is designed to assist in building connection, creating value, and improving results between preceptors and students. Students do not want to tax or add stress to a preceptor’s life any more than they want to finalize a journal club submission in lieu of sleep. First, I personally recommend that all parties in the rotational experience familiarize themselves with Michael D. Watkins’ book The First 90 Days. He writes, “Negotiate success: figure out how to build a productive working relationship with your new boss(es) and manage their expectations. This means carefully planning for a series of critical conversations about the situation, expectations, working style, resources, and your personal development.”1 Although students are in charge of their own learning and success, preceptors can aid in students’ learning development and gain consensus with them in regard to their rotational plans. Sarah Reeg, a final-year student pharmacist at Palm Beach Atlantic University in West Palm Beach, FL, said, “I love a challenge and will work hard to surpass the cookie cutter approach to learning.” Several student pharmacists agreed with the notion that the role of a preceptor is not to instill a million facts into mentees but to deliver deep insights on a few specific topics. A desire for the impartation of these insights and gripping experiences is innate. One student joked, “We cannot standardize everything.”
Journal of the American Pharmacists Association
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manufacturers, pharmacies and providers. It takes AmerisourceBergen.
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A number of students interviewed for this story said they felt physically overworked with menial tasks during rotation. The approximate cost of a single day on rotation is $100–150. The preceptor should keep that in mind when assigning copious amounts of lower-level work or labor. Tailor the learning objectives to the individual student and allot time for focused learning. One student said, “I wish I had one hour of personal research time regarding a topic of interest.” Plan this into a day or two per week and have the student report back his or her findings. All parties will benefit. Assertiveness is a quality every student pharmacist needs to bestow. The preceptor should create an open and respectful environment for students to express their viewpoints. Mohammed Abdulwahhab, a finalyear student pharmacist at Lake Erie College of Osteopathic Medicine in Erie, PA, said, “Create an additive effect: ‘Here’s what I want to learn plus what you think I should learn.’” Students are often plagued with “things we don’t know or ask, because we don’t know they even exist.” Students want to align rotational work with their passions; we need help identifying specific opportunities that will accomplish this goal. Albert J. McKee, a final-year student pharmacist at the University
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of Florida in Gainesville suggested incorporating two required projects: a predefined assignment with standardized grading rubric and a flexible assignment that addresses the needs of the preceptor or institution. In his own institutional example, McKee said he presented primary literature for a journal club and then researched protocols and evidence, created information packets, and provided in-service educational sessions. “Take a gamble on me for the benefit of the institution,” he said. “I want to add value!” McKee added, “The minute I was empowered to do meaningful work rather than simply completing tasks, the paradigm changed. I felt compelled, engaged in the team, and respected for the skills I could offer as a student pharmacist.” “Seek feedback before administering feedback,” was another student suggestion. Experiencing a Pharmacy and Therapeutics Committee meeting, hiring processes, planning meetings, or even grand rounds presentations are great learning experiences. It would be beneficial for a preceptor to debrief students by asking open-ended questions and allowing their opinions to bloom. Then, provide feedback from a preceptor perspective. This allows the preceptor to ascertain what was learned and quickly help identify any gaps in under-
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standing, or correct misnomers. In conclusion, I highlight one student’s success. During an ambulatory care rotation, a patient presented with complaints of leg pain. The patient had failed other statins secondary to myopathy. The student read several case reports of coenzyme Q10 with low dose rosuvastatin and recommended the regimen to the preceptor. The preceptor met with the patient and implemented the treatment. Generating such a win will live in a student’s memory and motivate him or her to new heights. Securing early wins allows students to build personal credibility and improve patient care. Each rotation experience deserves a systematic and focused learning plan, and a caring and wise preceptor such as you. Joseph C. Haley 2015 PharmD candidate College of Pharmacy University of Florida Gainesville, FL [email protected] doi: 10.1331/JAPhA.2014.14531
References 1. Watkins MD. The first 90 days: critical success strategies for new leaders at all levels. Boston, MA: Harvard Business Review Press; 2003.
Journal of the American Pharmacists Association
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SEPTEMBER 2014 • PharmacyToday HSE 5
SAN DIEGO, CA | MARCH 27–30, 2015
“
If not for the Annual Meeting, I wouldn’t have met an important colleague and lifelong friend. We help each other through obstacles each day. Monali Majmudar
”
People have many reasons for attending APhA’s Annual Meeting: connections, camaraderie, education, inspiration. Regardless of why you come, you’re part of something special.
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APhA2015 Annual Meeting & Exposition |San Diego, CA | March 27–30, 2015
FIND YOUR OPPORTUNITY APhA’s Annual Meeting lasts only a few days, but the benefits can extend throughout your career
APhA2015 MOVES OUR FIELD FORWARD. This year’s theme, Advancing as One, echoes a commitment to you and to our profession as a whole. It acknowledges the challenges we face as pharmacy becomes more of a frontline provider of care. It addresses the boundless opportunities we all have to thrive amid these changes and to better serve our patients— the pharmacy family’s most important members.
WHAT DO YOU WANT TO LEARN? Advance your education with APhA2015’s tailored sessions, which bring you the latest innovations, knowledge, and strategies you can immediately use in your practice. Choose from over 70 learning opportunities to increase your value and make big strides in your professional
development—earning up to 20 hours of CPE credits in the process. You’ll also find a range of practical courses: knowledgebased and application-based activities and certificate training programs. Be sure to sign up soon, though, because seats are limited.
EXPLORE WHAT’S NEW AT APhA2015 EXPOSITION Be one of the first to explore new frontiers in pharmacy from more than 150 exhibiting companies. Expand your network and meet with industry leaders and company representatives as they: ■ Demonstrate innovative products ■ Discuss exciting new services ■ Answer your questions on recent developments
Register today at APhAMeeting.org Journal of the American Pharmacists Association
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APhA2015 OFFERS EXCEPTIONAL CPE OPTIONS, NETWORKING OPPORTUNITIES, AND A CHANCE TO RECHARGE FOR PROFESSIONALS FROM ALL PRACTICE SETTINGS: ■ Independent Retail ■ Hospital Clinic ■ Physician-based Practice ■ Supermarket/Mass Merchant ■ International Pharmacy ■ Academia and Research ■ Chain Store Retail
FOLLOW US ON: Facebook APhApharmacists Twitter #APhA2015 @APhA2015
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I came to my first Annual Meeting during my third year of pharmacy school. I was amazed and so impressed by the people I met and the network of colleagues I developed. I always learn something new. Bella Mehta
GET THE BEST VALUE WITH PREMIUM REGISTRATION Take the lead to maximize your APhA2015 benefits with the Premium Registration Package— which includes CPE courses, Video on Demand, and a oneyear bonus of APhA membership for nonmembers.
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of attendees agreed the knowledge and skills gained at APhA2014 would help them improve their practice.
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APhA2015 Video on Demand offers 11 recorded education sessions for use after the meeting—for a total of 22 hours of home-study CPE credit. The one place APhA Annual Meeting doesn’t take the lead is in costs. We strive to put together multiple discounts and special offers, to make participation easier. Find an offer that’s right for you at APhAMeeting.org.
Journal of the American Pharmacists Association
of attendees would make changes in their practice based on what they learned at APhA’s Annual Meeting education sessions.
DAY OF SCIENCE This year, you can get ahead by meeting all of your science needs in a single day. Connect with fellow scientists and researchers in a full day of sciencerelated activities, including a keynote speaker, podium sessions, oral poster sessions, and numerous networking opportunities. This tightly focused programming frees you to engage in more activities on other days. j apha.org
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