RESEARCH ARTICLE: Determining the best practices for remote experiential rotations

Authors

DOI:

https://doi.org/10.46542/pe.2020.202.149159

Keywords:

Pharmacy, Preceptorship, Remote, Rotation, Virtual

Abstract

Introduction: During the COVID-19 pandemic, clinical sites have closed their doors to student placements, leading to the implementation of remote rotations. The purpose was to determine best practices for distance preceptorship from the student’s perspective.

Methods: A survey was sent to the pharmacy students at the Leslie Dan Faculty of Pharmacy who have completed at least one remote rotation.

Results: Forty-eight out of 121 students (39%) completed the survey. It was found that 83% of the students were motivated during the start of their rotations, while 48% remained motivated throughout. Students who remained motivated had clear expectations set from the beginning, felt comfortable communicating issues regarding their assigned work with their preceptor, had similar rapport with remote preceptors as with in-person preceptors, had a preceptor who is always available for questions, and had a work environment free of distractions.

Discussion:There are numerous best practices students and preceptors can utilise during a remote rotation to help students remain motivated. Preceptors and students should work together so that students remain motivated throughout their rotation. Setting expectations, having good communication, getting to know their preceptor, and having a work environment free of distractions are key factors for conducting a remote rotation.

Author Biographies

Catherine Zhu, University of Toronto, Canada

Leslie Dan Faculty of Pharmacy

Thomas E R Brown, University of Toronto, Canada

Leslie Dan Faculty of Pharmacy

References

Austin, P.L. (2020). 5 Tips for Staying Productive While You're Working From Home. Available at: https://time.com/5801725/work-from-home-remote-tips/

Al-Dahir, S., Bryant, K., Kennedy, K.B., & Robinson, D.S. (2014). Online Virtual-Patient Cases Versus Traditional Problem-Based Learning in Advanced Pharmacy Practice Experiences. American Journal of Pharmaceutical Education, 78(4). https://doi.org/10.5688/ajpe78476

Baker, C. (2010). The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation. Journal of Educators, 7(1). https://doi.org/10.9743/jeo.2010.1.2

Barker, E.R. (2005). Mentoring - A complex relationship. Journal of the American Academy of Nurse Practitioners, 18(2), 56–61. https://doi.org/10.1111/j.1745-7599.2006.00102.x

Berenson, R., Boyles, G., & Weaver, A. (2008). Emotional Intelligence as a Predictor of Success in Online Learning. International Review of Research in Open and Distance Learning, 9(2), 1–16. https://doi.org/10.19173/irrodl.v9i2.385

Borsellino, R. (2020). 7 Essential Tips for Working From Home During the Coronavirus Pandemic. Available at: https://www.themuse.com/advice/coronavirus-work-from-home-tips

Brooks, S.K., Webster. R.K., Smith, L.E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G.R. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395(10227), 912–920. https://doi.org/10.1016/s0140-6736(20)30460-8

Dennen, V.P., Aubteen Darabi, A., & Smith, L.J. (2007). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79. https://doi.org/10.1080/01587910701305319

Duffy, J. (2020). 20 Tips for Working From Home (online). Available at: https://www.pcmag.com/news/get-organized-20-tips-for-working-from-home

Forbes Coaches Council (2018). Top 15 Tips To Effectively Manage Remote Employees. Available at: https://www.forbes.com/sites/forbescoachescouncil/2018/05/30/top-15-tips-to-effectively-manage-remoteemployees/#265df65e503c

Larson, B.Z., Vroman, S.R., & Makarius, E.E. (2020). A Guide to Managing Your (Newly) Remote Workers. Available at: https://hbr.org/2020/03/a-guide-to-managing-your-newly-remote-workers

Myrick, F., Caplan, W., Smitten, J., & Rusk, K. (2011). Preceptor/mentor education: A world of possibilities through e-learning technology. Nurse Education Today, 31(3), 263–267. https://doi.org/10.1016/j.nedt.2010.10.026

Nulty, D.D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. https://doi.org/10.1080/02602930701293231

Rand, M.L., & Pajarillo, E.J. (2015). A robust social and professional connection between master educator and Doctor of Nursing Practice (DNP) student instructor: Virtual mentoring and preceptorship via distance education. Nurse Education Today, 35(5), 696–699. https://doi.org/10.1016/j.nedt.2015.01.009

Rowe, M., Frantz, J., & Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: A systematic review. Medical Teacher, 34(4), 216–221. https://doi.org/10.3109/0142159X.2012.642831

The Government of Ontario (2020). Ontario Takes Further Action to Stop the Spread of COVID-19. Available at: https://news.ontario.ca/en/release/56642/ontario-takes-further-action-to-stop-the-spread-of-covid-19

Published

14/01/2021

Issue

Section

COVID-19 Research Paper