Transcript Document

Effective Precepting
By:
Jeffrey A. Sophinos, Pharm. D.
Asst. Dean for Experiential Affairs
Associate Professor of Pharmacy Practice
Objectives
• By participating in this program,
attendees will be able to:
– List important elements of learning and
teaching
– Identify barriers to learning and avoiding
those pitfalls
– Describe the role of the preceptor within the
rotation experience
Collaborative Effort/
Working Together
Ever feel like you are caught in the middle?
(look closely at the picture)
Source: University of Arizona College of Pharmacy
Lecture
(5%)
Reading
(10%)
How we
Learn
Average Retention
Rate after 24 hours
Audiovisual (20%)
Demonstration (30%)
Discussion Group (50%)
Practice By Doing (75%)
Teach Others / Immediate Use of Learning (90%)
Bethel, Maine: National Training Laboratories (1960s)
Characteristics of Learners
Adult Learners
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Problem-centered
Results-oriented
Self-directed
Often skeptical about
new info
• Seek relevancy
• Accept responsibility
for their own learning
Youth Learners
• Subject-oriented
• Future-oriented
• Often depend on
adults for direction
• More accepting
• Often train for unclear
future
• Often dependent on
others
How Do We Understand
Learning Today?
•Humans actively create their knowledge
•Knowledge is not passively received
•Previous knowledge shapes new knowledge
•New knowledge shapes subsequent knowledge
Subsumption Theory
“…The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly”
(D. Ausubel, 1968)
Experiential Learning
•Learning must be active and facilitated
•Involves more than just listening to a lecture,
memorizing facts, and spitting out answers
•Talk, write, relate, and apply to daily life
www. Google.com. Accessed January 2011
Experiential Education
• Experiential Education: Direct experience
within the learning environment
• Preceptor: Expert who gives practical
experience and training to a learner
Preceptor Role
•Modeling/demonstration
•Setting goal(s) of desired outcome
•Providing guided practice with constructive
feedback
•Allowing students opportunity to reflect on their
learning
Learning is also Enhanced by:
• Stating information
& giving examples
• Recognizing
information in
various contexts
• Seeing connections
between facts or
ideas
• Stating its opposite
or converse
• Team-based/group
activities
• Peer-instruction
Barriers to Learning
• Low self esteem
• Unwilling to ask for
help
• Inattentiveness
• Poor study habits
• Anxiety
• Insecurity
• Lack of knowledge
• Low expectations of
self
• Domestic, financial,
or personal worries
• Physical and/or
mental health issues
• Learning difficulties
Applying Adult Learning Strategies
to the Rotation Experience
• Set expectations
• Motivate students
• Precepting practice: experience &
modeling
• Evaluate & give feedback
Setting Expectations
• Make student feel
welcomed
• Set realistic goals
and objectives
• Make expectations
specific
• Establish work
schedule
• Ensure activity is
indicated for each
expectation
• Put in written form
Motivating Students
• Emphasize problem• Gain students’
solving approach
attention/show
• Relate concepts in
interest in student
meaningful way
• Explain relevance
• Good attitude of
• Instill confidence
preceptor
• Reinforce appropriate • Relate new concepts
behavior and
to prior learning of
performance
students
• Be accessible
• Give constructive
feedback
Precepting Practice
Experience/Modeling
•Perform a behavior to be mastered by the student
•Explain the behavior-what was done & why
•Have the student perform the behavior
•Provide feedback
www.google.com. Accessed January 2011
Evaluation and Feedback
• Evaluate student
based on criteria
established at
beginning of rotation
• Advise student of
his/her progress
regularly
• Correct student
constructivelyemphasize praise
for good work
• Conduct evaluation
at end of rotation
What else?
•Correct mistakes quickly; decrease
potential of repeating errors
•Find opportunities to extend the
knowledge & experience of student
•Encourage reflection & integration
•Regular ‘debriefing’
Summary & Conclusions
• Reinforce active learning to enhance
experience
• Avoid barriers to learning
• Set expectations
• Motivate students
• Model
Summary & Conclusions
• Correct errors
• Strive to increase knowledge & experience of
student during rotation
• Reflection and integration
• Regular follow-up/debriefing
References
Boesen, Kevin. Clinical Assistant Professor. “Practical Tips for
Effective Precepting.” University of Arizona College of
Pharmacy.
Bunce, Diane M. “Teaching is More than Lecturing and Learning is
More Than Memorizing.” Journal of Chemical Education. Vol
86 No. 6 June 2009.
Chickering, Arthur. Gamson, Zelda F. “Seven Principles for Good
Practice.” AAHE Bulletin 39:3-7, March 1987.
Goffe, Bill. Several Resources on Teaching Methods that Increase
Student Learning. http://cook.rfe.org/teaching_methods.html.
Accessed August, 2009.
McAllister, Dennis. Associate Professor of Pharmacy Practice.
“Practical Tips for Effective Precepting.” Midwestern University
College of Pharmacy-Glendale.
www.google.com. Accessed January 2011
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