Preceptor perspectives on disability-related accommodations in pharmacy experiential education

Area of Science:

• Pharmacy Education
• Disability Accommodations
• Experiential Learning

Background:

• Accreditation Council for Pharmacy Education Standards mandate reasonable accommodations for students with disabilities.
• Limited data exists on preceptor experiences with disability accommodations in pharmacy experiential learning.
• This study addresses the gap by examining preceptor perspectives and institutional support needs.

Purpose of the Study:

• To investigate preceptor experiences and viewpoints on disability accommodations in pharmacy experiential education.
• To identify challenges faced by preceptors in implementing accommodations.
• To explore how schools and colleges of pharmacy (S/COP) can better support preceptors.

Main Methods:

• A collaborative team from seven S/COP developed and distributed an electronic questionnaire to preceptors.
• The survey collected data on preceptor demographics, accommodation experiences, concerns, confidence, and institutional support.
• Quantitative data were analyzed using descriptive statistics, and qualitative data from open-ended questions underwent thematic analysis.

Main Results:

• A total of 294 preceptors responded (approx. 5% response rate).
• Many preceptors reported limited experience with accommodation requests; common challenges included unclear requests (22%) and uncertainty on application (23%).
• A significant majority (76%) desired professional development, with free-text responses highlighting needs for resources, education, and advance notice.

Conclusions:

• Opportunities exist for S/COP to enhance preceptor education and resources regarding disability accommodations.
• Transparent and proactive communication between academic institutions and preceptors is crucial for supporting students with disabilities.
• Improved institutional support can facilitate effective implementation of accommodations in pharmacy experiential education.