Lauridsen Sweet (spacelaura8)

Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on (1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example respocs and delivery formats, and sessions from educational and practice experts.Objective. Doctor of pharmacy programs are encouraged to incorporate research training in their curricula, but literature is lacking describing health system student research support. The purpose of this study is to evaluate a process supporting fourth-year student pharmacist research in a health system affiliated with a school of pharmacy.Methods. In 2017, clinical non-tenure track faculty transitioned from facilitating a fourth-year research elective to implementing a new student research process which matches students to research preceptors at the beginning of the academic year and provides training and resources throughout the year. This institutional review board approved pre-post study evaluated student pharmacist research participation, dissemination, and position placement at the time of graduation, comparing 3 years before to 3 years after new process implementation.Results. Thirty-three fourth-year students assigned to the health system graduated during 2015-2017, and 31 graduated 2018-2020. The percent of students who completed research projects increased significantly (48.5% vs 87.1%, p=.0013), the number of projects increased significantly (18 vs 35, p=.0047), presentations increased significantly (29 vs 63, p=.0001), and publications increased numerically (9 vs 16, p=.0699). Notably, the percent of research students who pursued postgraduate training increased (68.8% vs 96.3%), as well as the rate of placement into training programs (81.8% vs 92.3%); for non-research students, the percent who pursued training also increased (17.6% vs 75%), but the rate of placement remained the same (66.7%).Conclusion. The new fourth-year pharmacy student research process supported increased research productivity.Objective. This study sought to evaluate faculty/preceptor and student perceptions regarding preferences and timeliness of communication on professionalism and value.Methods. An anonymous questionnaire was sent to faculty/preceptors and students evaluating preferred method of communication, response time expectations, impact on professionalism, and perception of being valued. The University of Mississippi Institutional Review Board granted expedited approval.Results. A total of 253/924 responses were received (27% response rate). Responses came from 27 (11%) full-time faculty, 94 (37%) preceptors, and 132 (52%) students. Overall, email was the preferred communication method for non-time sensitive information (98%) with a majority of faculty/preceptors and students indicating 48hrs was a reasonable response time. Participants largely felt less then 24 hours to be a reasonable response time for text or phone call communication. Most students indicated response time to be somewhat or not impactful (58%) on their view of professionalism, while faculty and preceptors indicated response time to be neutral or somewhat impactful (60%). The majority