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Longitudinal pharmacy student presentations mentored by pharmacy residents: A pilot study
Sarah A Nisly1, Erin Nifong2, Erin Baily Coble3
1Wingate University, 515 N. Main St, Wingate NC 28174, United States; Department of Pharmacy, 1 Medical Center Blvd, Winston Salem, NC 27103, United States.
Currents in Pharmacy Teaching & Learning
|November 2, 2020
Summary
Pharmacy residents effectively mentored students in a seminar series, enhancing their own feedback and mentorship skills. This pilot study highlights the value of near-peer learning in pharmacy education.
Area of Science:
- Pharmacy Education
- Mentorship Programs
- Professional Development
Background:
- Aligning pharmacy student and resident experiences offers valuable near-peer mentorship opportunities.
- Traditional mentorship models can be enhanced by structured near-peer interactions.
Purpose of the Study:
- To assess pharmacy resident mentorship and feedback skills.
- To evaluate the effectiveness of a longitudinal seminar series for near-peer mentorship.
Main Methods:
- A longitudinal, near-peer mentorship program was implemented.
- Pharmacy residents mentored student seminar presentations, providing feedback.
- Surveys were administered to students and residents to evaluate the mentorship experience.
Main Results:
- Twenty residents mentored 26 students delivering 45 seminar presentations over one academic year.
- Survey responses from both students and residents indicated favorable feedback on resident mentorship.
- Residents demonstrated development and strengthening of their mentorship and feedback skills.
Conclusions:
- A structured near-peer mentorship experience within a longitudinal seminar series effectively enhances resident mentorship and feedback skills.
- Resident mentors proved effective in guiding student seminar presentations.
- This model provides a feasible approach for developing essential skills in pharmacy trainees.
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