1. Developing Preceptor Development
Kyle A Gustafson, PharmD, BCPS, BCCCP
PGY-1 Residence Program Director
Southwest General Hospital

2. Objectives
Identify current weaknesses in preceptor development nationally
Develop a system to encourage and track individual preceptor development
Institute departmental practices that allow for preceptor development

3. Why Preceptor Development?
Simply: because ASHP requires it
Reduces areas of partial compliance
4.4 RPDs have responsibility for…
C: implementing use of criteria for appointment and reappointment of preceptors
D: evaluation, skills assessment, and development of preceptors in the program
E: creating and implementing a preceptor development plan for the residency program
4.7 Preceptors must…
D: demonstrate practice expertise, preceptor skill, and strive to continuously improve
4.8 Preceptor qualifications
A: …by use of clinical teaching roles (instructing, modeling, coaching, facilitating) at the level required by the resident
F: ongoing professionalism, including a personal commitment to advancing the profession
ASHP Accreditation Standard For Postgraduate Year One Pharmacy Residency Programs (2016)

4. Why Preceptor Development?
Precepting is a difficult skill to master
Many preceptors are clinically trained
Less are educationally trained
Open opportunity to interact with other preceptors
Idea exchange and practice development
Encourages preceptor consistency across key points
Evaluation style
Evaluation definitions
Learning experience write-ups

5. So... How Are We Doing Not that well… (2005 Standards) Standard
% Citied NC or PC
5.9
Preceptors do not meet 4/7 criteria for commitment and contribution to pharmacy (PGY-2 Standard)
77%
4.4e
The RPD serves as the organizationally authorized leader of the residency program and has responsibility for creating and implementing a preceptor development plan for the residency program
45%
ASHP Communique Fall 2016

6. So… How Are We Doing? 2014 Standards Standard % Citied NC or PC 3.4.c
At the end of each learning experience, residents receive, and discuss with preceptors, verbal and written assessment on the extent of their progress toward achievement of assigned educational goals and objectives, with reference to specific criteria
88%
4.8.f
Preceptors demonstrate ongoing professionalism, including a personal commitment to advancing the profession
57%
3.3.c
Learning experiences include expectations of residents
ASHP Communique Spring 2017

7. Raising the Bar New guidance documents by ASHP (April 2018)
Tighter definitions of 4.8e (recognition)
“Preceptors must have one of the following”
Board certification
Multidisciplinary certification (DE, CHC, etc)
Fellow status
Advanced degree
Formal recognition from peers (Awards)
Credentialing and privileging
>30% fail to meet, will impact duration of accreditation

8. Raising the Bar
4.8.f “ongoing professionalism, including a personal commitment to advancing the profession”
Increase from 1 activity to 3 activities in past 5 years
Serve as a reviewer
Presentation/poster/publication
Co-author with student or resident at a professional meeting
Active service in professional organization
Evaluator at regional residency conference
Routine in-service presentations to pharmacy or other providers
Primary preceptor for pharmacy students
Pharmacy technician educator
Preceptor development on site
Public health activities
Publication of original research
Publication or presentation of case reports
Didactic education of pharmacy or professional students (non-precepting)

9. What Makes A Preceptor Eligibility (4.6) (Critical Factor)
ASHP accredited PGY-1 residency followed by a minimum of one year of experience
ASHP accredited PGY-2 residency followed by six months of experience
Three or more years of pharmacy practice experience

10. What Makes A Preceptor Qualification (4.8) (Critical Factor)
Demonstrate the ability to precept a residents learning experiences by meeting one or more qualifying characteristics in all of the following six areas
Demonstrating the ability to precept residents’ learning experiences by use of clinical teaching roles (instructing, modeling, coaching, facilitating) at the level required by residents
The ability to assess residents’ performance
Recognition in the area of pharmacy practice for which they serve as preceptors
An established, active practice in the area they serve as preceptors
Maintenance of continuity of practice during the time of residents’ learning experience
Ongoing professionalism, including a personal commitment to advancing the profession

11. 3 Keys To Compliance
Documentation
Organization
Preceptor engagement

12. Documentation Standardized formatting to meet ASHP criteria
Academic and professional record (APR)
Replaces curriculum vitae
Addresses the old 2005 standards (4/7)
Doesn’t address several key preceptor qualification
Demonstrate ability to precept residents’ experience by using learning roles
Ability to assess residents’ performance
Maintenance of continuity of practice during the time of residents’ learning experiences
Southwest uses a “Preceptor Application” to ensure preceptors have appropriate qualifications

14. Documentation Preceptor development tracking
In addition to updated APR
Must track preceptor growth over time
Must demonstrate competence in areas where APR is lacking
Southwest has opted for an every two year preceptor model
Coincides with RPD/Preceptor meeting
Ensures follow-up with:
Learning experience updates
Evaluation timing and quality
Professional growth and contribution
Keep attendance records for specific events
RAC meeting minutes

16. Organization ”Doable” and repeatable
Complicated or aggressive policies are difficult to enforce
RAC should help with the development
Standing meetings and agenda items
Limited number of documents
Kept in the same place
Schedule “preceptor development” activities well in advance
Post activities online for those who can’t attend live
Take advantage of existing resources
Pharmacist Letter
Colleges of pharmacy (student precepting)
Regional and national preceptor conferences
Leverage what you are already doing
Pearls, student presentations, skills fairs

17. Preceptor Engagement Many preceptors but only 1 RPD
Shift responsibility for development to the preceptors
Documentation should fall on the preceptors
Encourage preceptors to “lead” on-site development sessions
Tackle key areas of partial compliance
Allows preceptors to become more familiar with ASHP standards
RAC involvement in creation and enforcement of the standards

18. What Are Your Best Practices?