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Related Experiment Videos

Developing a process to manage challenges encountered by experiential education administrators.

Lana M Minshew1, Charlene R Williams2, Melissa M Dinkins3

  • 1UNC Eshelman School of Pharmacy, CB # 7355, 321 Beard Hall, 301 Pharmacy lane, Chapel Hill, NC 27599, United States.

Currents in Pharmacy Teaching & Learning
|March 15, 2021
PubMed
Summary

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Experiential education administrators (EEAs) can manage student and preceptor issues using proactive and reactive strategies. Tracking issues informs development, while reactive approaches involve direct communication and coaching to resolve challenges in pharmacy education.

Area of Science:

  • Pharmacy Education
  • Experiential Learning
  • Healthcare Administration

Background:

  • Pharmacy experiential education settings face challenges related to preceptors and students.
  • Experiential education administrators (EEAs) play a crucial role in managing these issues.
  • Understanding reported problems and applied solutions is vital for optimizing educational experiences.

Purpose of the Study:

  • To explore preceptor and student-related issues in pharmacy experiential education.
  • To identify solutions applied by EEAs to manage these challenges.
  • To inform a process for effectively managing issues in experiential education settings.

Main Methods:

  • A two-phase mixed-methods study involving five EEAs from three pharmacy schools in phase one.
Keywords:
AdministrationChallengesExperiential educationPreceptorStudent

Related Experiment Videos

  • Quantitative and qualitative data collection on reported issues and solutions, analyzed using descriptive statistics and content analysis.
  • Phase two included interviews with six EEAs from four schools, analyzed using open coding, pattern coding, and summative analysis.

    • Main Results:

    • A total of 156 and 65 issues were reported by preceptors and students, respectively.
    • Key issues included student reliability/responsibility (22, 14%) and preceptor communication (13, 20%).
    • Frequently applied solutions were coaching preceptors (51, 24%) and meeting with students (20, 24%), with a desire for preventative strategies like data tracking and training.

    Conclusions:

    • Two primary approaches for EEAs to resolve student and preceptor issues were identified: proactive and reactive.
    • The proactive process involves tracking issues to inform student and preceptor development.
    • The reactive approach includes meeting with parties, gathering information, coaching, and escalating serious concerns.