1. Aaron Burton PharmD. BCPS. Director of Pharmacy Waterbury Hospital May 2016

2. Waterbury Hospital

3. Objectives  Define potential barriers to developing residents as preceptors  Identify strategies to overcome barriers

4. Background  The American College of Clinical Pharmacy (ACCP) provides guidelines for developing PGY1 and PGY2 residents as preceptors.  ASHP’s SAG on Preceptor Skills Development collaborated with ASHP staff to create and distribute an online survey gathering information focused on the development of residents as preceptors that was distributed to all RPDs 1. Havrda DE, Engle JP, Anderson KC, et al. Guidelines for resident teaching experiences. Pharmacotherapy. 2013;33:e147-61.

5. Time Devoted to Developing Residents as Preceptors Hours/MonthProgram % Response Rate Less than 533 5-10 hours45 15-20 Hours16 > 20 Hours6 2. Forthcoming: DiPaula B, et al. Residents as Preceptors: What Can We Learn from National Survey Results?

6. Potential Barriers. Lack of time for residents to precept within the residency structure Lack of availability of preceptors to mentor residents throughout experience Lack of preceptor continuity to mentor residents’ over time  Most Common Reported in Survery

7. Potential Strategies.  Utilize preceptor development plans for residents  Implementing a point system to gauge resident preparedness to serve as primary preceptor  Provide opportunities for residents to give feedback to students  Utilize rubrics for assessing micro performance skills. 3. Marrs JC, Rackham DM. Residents' challenging role: Preceptee, preceptor, or both?. Am J Health-Syst Pharm. 2010;67:239-243. 4. Johnson TJ, Teeters JL. Pharmacy residency and the medical training model: is pharmacy at a tipping point?. Am J Health-Syst Pharm. 2011;68:1542-1549.

8. Discussion of Micro Rubric 5. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.

9. Future Direction  Plan time for observing resident precepting  Engage residents for feedback  Refine your approach

10. CME Question  Which of the following is not a common potential Barrier to developing residents as a preceptor? A. Lack of time for residents to precept within the residency structure B. Lack of availability of preceptors to mentor residents throughout experience C. Lack of preceptor continuity to mentor residents’ over time D. Lack of Resident interest in precepting

11. Acknowledgements  Section Advisory Group (SAG) on Preceptor Skills Development  Bethany DiPaula  Kate Farthing  Phil Ayers  Bhavik Shah  Vicky Basalygia  Colleen Bush  Rima Mohammad

12. Questions

13. References  1. Havrda DE, Engle JP, Anderson KC, et al. Guidelines for resident teaching experiences. Pharmacotherapy. 2013;33:e147-61.  2. Forthcoming: DiPaula B, et al. Residents as Preceptors: What Can We Learn from National Survey Results?  3. Marrs JC, Rackham DM. Residents' challenging role: Preceptee, preceptor, or both?. Am J Health-Syst Pharm. 2010;67:239-243.  4. Johnson TJ, Teeters JL. Pharmacy residency and the medical training model: is pharmacy at a tipping point?. Am J Health-Syst Pharm. 2011;68:1542-1549.  5. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419- 424.