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Related Experiment Video

Updated: Jun 5, 2026

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
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The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Insights from a Pilot Interprofessional Preceptor Development Program using the Habits of Preceptors Platform.

Elizabeth K Pogge1, Kellie J Goodlet1, Erin C Raney1

  • 1Department of Pharmacy Practice, Midwestern University College of Pharmacy, Glendale Campus, Glendale, AZ, USA.

Journal of the American Pharmacists Association : Japha
|June 3, 2026
PubMed
Summary

This study found that a structured, asynchronous Habits of Preceptors (HOP) Academy program positively impacted clinician educators. Participants reported high satisfaction and improved teaching confidence and practices.

Keywords:
continuing educationhabitsinterprofessional educationpreceptorshipself-assessment

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Area of Science:

  • Healthcare Education
  • Medical Training
  • Clinician Development

Background:

  • Preceptor training is crucial for healthcare education but often lacks formal preparation for clinicians.
  • Existing development opportunities are frequently costly, fragmented, and lack structured self-reflection tools.

Purpose of the Study:

  • To evaluate clinician satisfaction and perceived professional impact of the pilot Habits of Preceptors (HOP) Academy 101 Foundations Course.
  • To assess the effectiveness of a novel, asynchronous, interprofessional preceptor development program.

Main Methods:

  • A six-month, asynchronous, interprofessional pilot program (HOP Academy 101) was implemented.
  • The course utilized curated content on the HOP Framework, guided self-reflection, and peer discussions.
  • Semi-structured interviews were conducted with participants post-completion.

Main Results:

  • Eighteen of 24 invited clinician educators participated; six were interviewed.
  • Interviewees expressed high satisfaction, noting practical applicability of resources and peer engagement.
  • Key growth areas included feedback skills, professional identity, and leadership capacity.

Conclusions:

  • Structured, asynchronous preceptor development with peer dialogue and reflection is highly valued by clinicians.
  • Participants reported increased confidence in precepting and a strengthened professional identity.
  • This model may effectively address gaps in traditional continuing education for preceptors.