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Updated: May 19, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Teaching clinical problem solving: a preceptor's guide.

Kristin W Weitzel1, Erika A Walters, James Taylor

  • 1College of Pharmacy, University of Florida, P.O. Box 100486, Gainesville, FL 32610, USA. kweitzel@cop.ufl.edu

American Journal of Health-System Pharmacy : AJHP : Official Journal of the American Society of Health-System Pharmacists
|September 1, 2012
PubMed
Summary
This summary is machine-generated.

Pharmacists can enhance their teaching skills by adopting the four key preceptor roles: direct instruction, modeling, coaching, and facilitating. This approach supports effective clinical problem-solving education for pharmacy students and residents.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Last Updated: May 19, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Pharmacy Education
  • Clinical Skills Development
  • Medical Pedagogy

Background:

  • Pharmacists increasingly serve as educators in practice settings.
  • Developing effective teaching strategies is crucial for preceptors.
  • Existing medical and nursing education models offer transferable techniques.

Purpose of the Study:

  • To discuss instructional methods for pharmacists in practice-based teaching.
  • To emphasize techniques for fulfilling the four key preceptor roles.
  • To review strategies for teaching clinical problem-solving skills.

Main Methods:

  • Review of teaching methods from medicine and nursing.
  • Analysis of case-presentation formats (e.g., One-Minute Preceptor, SNAPPS).
  • Discussion of questioning, feedback, self-evaluation, and resident integration.

Main Results:

  • The American Society of Health-System Pharmacists (ASHP) model emphasizes four preceptor roles: direct instruction, modeling, coaching, and facilitating.
  • Various case-presentation formats have distinct advantages and disadvantages.
  • Effective teaching involves strategic questioning, constructive feedback, and self-evaluation.

Conclusions:

  • The ASHP model for teaching clinical problem-solving is applicable to pharmacy schools and residency programs.
  • Validated teaching strategies can personalize learning experiences.
  • Ongoing development of clinician-educator teaching skills is advocated.