Perceptions of hospital pharmacy preceptors on teaching processes in residency programmes
DOI:
https://doi.org/10.46542/pe.2026.261.247254Keywords:
Active learning, Education, Health profession, Pharmacy residency, Pharmacy preceptorAbstract
Background: The pedagogical training of pharmacist preceptors in hospital pharmacies is crucial for quality residency education and developing competent healthcare professionals. However, many preceptors start teaching without formal preparation, potentially impacting the effectiveness of preceptorship and resident learning experiences. This study investigated the perceptions of hospital pharmacy preceptors regarding their teaching preparation and identified key challenges and training needs related to preceptorship.
Methods: A total of 32 pharmacist preceptors from residency programmes completed an electronic questionnaire between February and November 2024. The analysis explored five educational dimensions: didactic methodologies, assessment strategies, career development and emotional health, implementation of educational technologies, and academic documentation and institutional support.
Results: The results showed that 50% of participants had not received formal pedagogical training for preceptorship. Preceptors initially felt insecure but gained confidence with experience. They rated the importance of pedagogical training at a mean score of 4.8 ± 0.4. Didactic methodologies (4.4/5.0) and assessment strategies (4.3/5.0) were deemed the most crucial for professional development.
Conclusion: The findings emphasise the importance of structured initiatives to enhance the pedagogical skills of pharmacy preceptors. Training in active learning, assessment, technology, and well-being could improve residency education and hospital pharmacy practice.
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