Preceptor perceptions of the layered learning practice model in a rural state
DOI:
https://doi.org/10.46542/pe.2026.261.207215Keywords:
Layered-learning, Pharmacy student, Preceptor, Resident, SurveyAbstract
Background: Although the layered learning practice model (LLPM) was introduced to pharmacy residency practice over a decade ago, uptake has been slower in smaller community hospitals and practice settings, particularly in rural areas, compared to large academic teaching centres. This study investigates preceptor perceptions of the LLPM in a relatively rural state, seeking to assess whether findings replicate and extend prior work assessing various barriers and benefits associated with LLPM implementation.
Methods: This was an observational, cross-sectional survey study of Arkansas preceptors. A survey was emailed to Arkansas pharmacy residency programme directors to distribute to their site preceptors between April and June 2023.
Results: In a sample of 40 preceptors, findings showed that barriers to implementation were related to issues of resource, time, and learning constraints, and that benefits of implementation were related to issues of improved learning and opportunities for students. Most preceptors noted that implementing the LLPM took time away from other responsibilities and that managing multiple learners was a challenge. Preceptors also noted that greater didactic experiences and collaborative problem solving were benefits. Those who had postgraduate training experiences and/or had some experience implementing an LLPM were more inclined to note fewer barriers and greater benefits.
Conclusion: Implementing the LLPM faces similar challenges today in a variety of practice settings compared to larger academic medical centres that reported these challenges previously.
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