Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Authors

DOI:

https://doi.org/10.46542/pe.2024.241.146153

Keywords:

Experiential learning, Pharmacy education, Preceptor, Remote, Virtual learning

Abstract

Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations.

Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes.

Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation.

Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

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Published

17-02-2024

How to Cite

Lam, B., Sivakumaran, G., Bjelajac Mejia, A., & Kwan, D. (2024). Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations. Pharmacy Education, 24(1), p. 146–153. https://doi.org/10.46542/pe.2024.241.146153

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Section

Research Article