Papers

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Assessment

Papers

Ferguson KJ, Kreiter CD, Axelson RD. Do preceptors with more rating experience provide more reliable assessments of medical student performance? Teach. Learn. Med. 2012; 24(2): 101-105

Keister DM, Hansen SE, Dostal J. Teaching resident self-assessment through triangulation of faculty and patient feedback. Teach. Learn. Med. 2016; 29(1): 25-30

Lohuizen M, Kuks J, Hell E, Raat A, Stewart R, Cohen-Schotanus J. The reliability of in-training assessment when performance improvement is taken into account. Adv in Health Sci Educ. 2010; 15(5): 659-669

Reid LD, Nemire R, Doty R, Brickler MP, Anderson H.H, Frenzel-Shepherd E, Larose-Pierre M, Dugan D. An Automated Competency-based student performance assessment program for advanced pharmacy practice experiential programs. Am. J. Pharm. Educ. 2007; 71(6): 1-128

Clinical teaching (includes one-minute preceptor)

Ackman ML, Schindel TJ. Lessons learned: a pilot program to cultivate a clinical role for pharmacy students. Can. J. Hosp. Pharm. 2007; 60(5)

Campagna KD, Newlin MH. Key factors influencing pharmacists’ drug therapy decisions. Am. J. Health. Syst. Pharm. 1997; 54(11): 1307-1313

Campagna KD. Pharmacists’ levels of performance in making drug therapy decisions. Am. J. Health. Syst. Pharm. 1995; 52(6): 640-645

Kertis M. The one-minute preceptor: a five-step tool to improve clinical teaching skills. J. Nurses Staff Dev. 2007; 23(5): 238-242

Spencer J. ABC of learning and teaching in medicine: learning and teaching in the clinical environment. Brit. Med. J. 2003; 326(7389): 591-594

Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: A preceptor’s guide. Am. J. Health. Syst. Pharm. 2012; 69(18): 1588-1599

Feedback

Austin Z, Gregory PA, Martin C. A Conflict Management Scale for Pharmacy. Am. J. Pharm. Educ. 2009; 73(7): 1-122

Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA. 2009; 302(12): 1330-1331

Hewson MG, Little ML. Giving feedback in medical education: verification of recommended techniques. J. Gen. Intern. Med. 1998; 13(2): 111-116

Minehart R, Rudolph J, Pian-Smith M, Raemer DB. Improving faculty feedback to resident trainees during a simulated case: a randomized, controlled trial of an educational intervention. Anesthesiology. 2014; 120(1): 160-171

Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med. Teach. 2012; 34(10): 787-791

Sarkany D, Deitte L. Providing feedback: practical skills and strategies. Acad. Radiol. 2017; 24(6): 740-746

Wilkinson ST, Couldry R, Phillips H, Buck B. Preceptor development: providing effective feedback, part 2. Hosp. Pharm. 2014; 49(6): 521-529

Wilkinson ST, Couldry R, Phillips H, Buck B. Preceptor development: providing effective feedback. Hosp. Pharm. 2013; 48(1): 26-32

Learning plans

Medina MS, Draugalis JR. Writing a teaching philosophy: an evidence-based approach. Am. J. Health. Syst. Pharm. 2013; 70(3): 191-193

Phillips H, Wilkinson ST, Buck B. Optimizing the customized residency plan. Hosp. Pharm. 2013; 48(6): 475-478

Tsingos C, Bosnic-Antichevich S, Smith L. Reflective practice and its implications for pharmacy education. Am. J. Pharm. Educ. 2014; 78(1): 18

Models (new) of precepting (longitudinal, near peer, etc.)

Association of Faculties of Pharmacy. Novel Models of Precepting.- Preceptor Resources

Cox CE, Lindblad AJ. A collaborative approach to improving and expanding an experiential education program. Am. J. Pharm. Educ. 2012; 76(3): 53

Delgado O, Kernan WP, Knoer SJ. Advancing the pharmacy practice model in a community teaching hospital by expanding student rotations. Am. J. Health. Syst. Pharm. 2014; 71: 1871-1876

Hall K, Musing E, Miller DA, Tisdale JE. Experiential training for pharmacy students: time for a new approach. Can. J. Hosp. Pharm. 2012; 65(4): 285-293

Hirsh DA, Holmboe ES, ten Cate O. Time to trust: longitudinal integrated clerkships and entrustable professional activities. J. Assoc. Am. Med. Coll. 2014; 89(2): 201-204

Leong C, Battistella M, Austin Z. Implementation of a near-peer teaching model in pharmacy education: experiences and challenges. Can. J. Hosp. Pharm. 2012; 65(5): 394-398

Lindblad AJ, Howorko JM, Cashin RP, Ehlers CJ, Cox CE. Development and evaluation of a student pharmacist clinical teaching unit utilizing peer-assisted learning. Can. J. Hosp. Pharm. 2011; 64(6): 446-450

Myhre DL, Woloschuk W, Jackson W, McLaughlin K. Academic performance of longitudinal integrated clerkship versus rotation-based clerkship students: a matched-cohort study. J. Assoc. Am. Med. Coll. 2014; 89(2): 292-295

Tsang L, Le MH, Teo V, Hardy B. Evaluation of a new hierarchical teaching model for pharmacy students in experiential education. Can. J. Hosp. Pharm. 2013; 66(3): 184-189

Preceptor Development

Assemi M, Corelli RL, Ambrose PJ. Development needs of volunteer pharmacy practice preceptors. Am. J. Pharm. Educ. 2011; 75(1): 10

Biagioli FE, Chappelle K. How to be an efficient and effective preceptor. Fam. Pract. Manag. 2010; 10(3): 18-21

Bochenek SH, Fugit AM, Cook AM, Smith Pharm KM. Pharmacy residents’ perception of preceptors as role models. Am. J. Health. Syst. Pharm. 2016; 73(11): S88-S93 Bolt J, Baranski B, Bell A, Semchuk WM. Assessment of preceptor development strategies across Canadian pharmacy residency programs. Can. J. Hosp. Pharm. 2016; 69(2): 144-148

Boyle CJ, Morgan JA, Layson-Wolf C, de Bittner MR. Developing and implementing an academy of preceptors. Am. J. Pharm. Educ. 2009; 73(2): 34

Brown JN, Kemp Dw, Parker MH, Wilkinson ST. Methods to promote preceptor scholarship through resident collaboration. Hosp. Pharm. 2013; 48(8): 646-649

Buck B, Wilkinson S, Phillips H. The complexity and importance of residency precepting: a series introduction. Hosp. Pharm. 2012; 47(8): 603-607

Ferguson KJ, Kreiter CD, Axelson RD. Do preceptors with more rating experience provide more reliable assessments of medical student performance? Teach Learn. Med. 2012; 24(2): 101-105

Generali J. Residency preceptor development: a new series. Hosp. Pharm. 2012; 47(8): 577

Hutchinson L. Educational environment. Br. Med. J. 2003; 326(7393): 810-812

Johnson JL, O’Neal KS, Condren ME. An initiative to transition new faculty from resident to residency preceptor through direct mentorship. Curr. Pharm. Teach. Learn.2014; 6(4): 589-594

Kelley KW, McBane S, Thomas T, Karr S. Serving as a preceptor to pharmacy students: tips on maintaining the desire to inspire. Am. J. Health. Syst. Pharm. 69(10): 826-831

Lagasse C, Wilkinson S, Buck B, Phillips H. Integrating precepting into your daily practice. Hosp. Pharm. 2013; 48(3): 200-203

McCutcheon LRM, Whitcomb K, Cox CD, Klein MS, Burley H, Youngblood T, Raehl C. Interprofessional objective structured teaching exercise (iOSTE) to train preceptors. Curr. Pharm. Teach. Learn. 2017; 9(4): 605-615

Modic MB, Harris R. Masterful precepting: using the become method to enhance clinical teaching. J. Nurses Staff Dev. 2007; 23(1): 1-9

Nielsen K, Finderup J, Brahe L, Elgaard R, Elsborg AM, Engell-Soerensen V, Holm L, Juul H. The art of preceptorship. A qualitive study. Nurse. Educ. Pract. 2017; 26: 39-45

Phillips H, Wilkinson ST, Buck B. Optimizing the customized residency plan. Hosp. Pharm. 2013; 48(6): 475-478

Poirier T, Behnen E. Where and how to search for evidence in the education literature: the WHEEL. Am. J. Pharm. Educ. 2014; 78(4): 70

Ricchetti C, Jun A. Strategies and resources for successful preceptor development. Am. J. Health. Syst. Pharm. 2011; 68(19): 1837-1842

Scheepers RA, Arah OA, Heineman MJ, Lombarts KMJMH. In the eyes of residents good supervisors need to be more than engaged physicians: the relevance of teacher work engagement in residency training. Adv. In Health. Sci. Educ. 2015; 20: 441-455

Truong C, Bailie T, Austin Z. A needs assessment study of hospital pharmacy residency preceptors. Can. J. Hosp. Pharm. 2012; 65(3): 202-208

Vos SS, Trewer CLB. A comprehensive approach to preceptor development. Am. J. Pharm. Educ. 2012; 76(3): 47

Wensel TM. Mentor or preceptor: what is the difference? Am. J. Health. Syst. Pharm. 2006; 63(7): 1597

Wilkinson ST, Couldry R, Phillips H, Buck B. Preceptor development: providing effective feedback. Hosp. Pharm. 2013; 48(1): 26-32

Residents and new practitioners becoming preceptors

Engle JP, Franks AM, Ashjian E, Bingham AL, Burke JM, Erstad BL, Haines SL, Hilaire ML, Rager ML, Wienbar R. A self-assessment guide for resident teaching experiences. Pharmacotherapy. 2016; 36(6): e58-e79

Grover AB, Casper KA, Mehta BH. Making the transition from student to teacher. Am. J. Health. Syst. Pharm. 2013; 70(6): 486-489

Medina MS. Assessing students’ motivation during advanced pharmacy practice experiences. Am. J. Health. Syst. Pharm. 2011; 68(23): 2230-2235

Medina MS, Herring HR. Teaching during residency: five steps to better lecturing skills. Am. J. Health. Syst. Pharm. 2011; 68(5): 382-387

Medina MS, Draugalis JR. Writing a teaching philosophy: an evidence-based approach. Am. J. Health. Syst. Pharm. 2013; 70(3): 191-193

Self-directed learning

Grow GO. Teaching learners to be self-directed. Adult. Educ. Quart. 41(3): 125-149

Mai C, Clark B. SMART: A program to enhance self-directed learning. J. Grad. Med. Educ. 2016; 8(3): 451-452 [Self-directed learnin]

Students in difficulty

Cleland JA, Knight LV, Rees CE, Tracey S, Bond CM. Is it me or is it them? Factors that influence the passing of underperforming students. Med. Educ. 2008; 42(8): 800-809

DeBrew JK, Lewallen LP. To pass or to fail? Understanding the factors considered by the faculty in the clinical evaluation of nursing students. Nurs. Educ. Tod. 2014; 34(4): 631-636

Evans DE, Alstead EM, Brown J. Applying your clinical skills to students and trainees in academic difficulty. Clin. Teach. 2010; 7(4): 230-235

Hauer KE, Teherani A, Kerr KM, O’Sullivan PS, Irbu DM. Student performance problems in medical school clinical skills assessments. Acad. Med. 2007; 82(10): S89-72

Hendricson WD, Kleffner JH. Assessing and helping challenging students: part one, why do some students have difficulty learning. J. Dent. Educ. 2002; 66(1): 43-61

Koons K, Sincavage S. Precepting skills for precepting challenges. J. Am. Pharm. Assoc. 2012; 52(6): e273-e276

Lewallen LP, DeBrew JK. Successful and unsuccessful clinical nursing students. J. Nurs. Educ. 2012; 51(7): 389-395

Mcloughlin CS. Characteristics of students failing medical education: an essay of reflections. Med. Educ. Online. 2009; 14: 1-6

Phillips H, Fuller PD, Johnston S, Pettit NN. Conflict resolution strategies between preceptor and resident – a case-based scenario. Am. J. Health. Syst. Pharm. 2014; 71(3): 184-186

Steinert Y. The “problem” junior: whose problem is it? BMJ. 2008; 336: 150