Design principles for a preceptor-based

experiential learning programme and

preparing for the preceptor role

Lia Kritiotis

Pharmacy Department

Nelson Mandela University

BPharm, MSc, PhD

STUDY AIM AND PRIMARY

OBJECTIVE

Study Aim and Primary Objective

Design research approach to:

• Determine characteristics of an effective

preceptor-based experiential learning programme

in community pharmacy

• Generate design principles

Preceptor important role model

in programme delivery1-2

INTRODUCTION TO DESIGN

RESEARCH APPROACH

Introduction to Design Research Approach

Relatively new research approach3-4

Appropriate when there are no well-defined guidelines5

Programme design based on:

• Literature and similar available programmes3,6

Involves “evolutionary prototyping”7 by a research team7

• Perpetual improvement of successive prototypes

• Allows for programme optimisation

Assessment

Prototype design and

development

• Cyclical character8

Educational Problem

Analysis

Refinement

needed?

NO

Introduction to Design Research Approach

Design Research Outputs

Theory advancement3,9

Generation of characteristics

and design principles3,9

RESULTS

Design Research Outputs

Theory advancement

Generation of characteristics

and design principles

Solving problem of no formal

preceptor-based programmes

Effective programme and understanding

preceptor motives

RESULTS

DESIGN PRINCIPLES FOR AN EFFECTIVE PRECEPTOR-

BASED PROGRAMME IN A SOUTH AFRICAN CONTEXT

General Design Guiding

Tools

Content

Guidance

and Support

Motivation and

Commitment

Overview of Presentation of Design Principles

• SAPC practice and education standards

• Faculty-practitioner interactions begin

Consult literature and alike

programmes

• Competency-based educational programmes encouraged internationally

Professional competencies to

guide design

• Perpetual involvement

• May include an expert panel

• Student post-placement feedback

Encourage practitioner and

student participation

Design Principles: General Guiding Tools

Design Principles: General Guiding Tools

• Memoranda of understanding Draw up formalised written agreements

• Administration, planning, development, execution and refinement

Ensure that experiential education office has

enough staff

• Aim for reserve sites (12% - 20% excess)22

• Encourage students to seek sites in other regions

Secure adequate number of placement

sites

• Practicality and effectiveness

• Actual outcomes = intended outcomes? Evaluate attained

prototype

Base student tasks on previously acquired

theory

Strive for structure-autonomy balance

(Vygotsky and Kolb theories23-24)

Create opportunities for multidisciplinary

engagement

Refer to Regulation 8 of the Pharmacy Act, 53 of 1974 –

full scope of practice

Content

Design Principles: Content

Preceptor

Faculty

Student

Design Principles:

Guidance and Support

Preceptor

Preceptor Guidance and Support:

Preparing for the Preceptor Role

Preparing the

Preceptor

Contact preceptors in advance

Training materials

Criteria for excellence

Practical education tips

Preceptor Guidance and Support

Decide on learning approach on day one

Apply a team approach to training

Reserve quieter times for module tasks

Initially, select “appropriate” patients

Strategies to overcome time

constraints

Examples of Practical Education Tips

Preparing the

Preceptor

Assessment training

Module objectives and expectations well- articulated

Step-wise student remediation plan

Student feedback

Preceptor Guidance and Support

Design Principles: Motivation and Commitment

Preceptor

Student

Other Factors

Understanding

Values

Design Principles: Preceptor Motivation and Commitment

• Give back

• Acknowledge importance of preceptor role

• Strong ethical responsibility

• Revise and develop existing knowledge

Design Principles: Preceptor Motivation and Commitment

Other factors

Guidance and

Support

Satisfaction

Student recruitment opportunity Free

access to online

resources

Personal decision

CONCLUDING REMARKS

Concluding Remarks

Unique contributions to global pharmacy

• Application of design research approach

• Adaptation of Volunteer Functions Inventory (preceptor

motives)

New theory generated for the South African context

• Experiential learning programmes

• Preceptor and student motivation

Thus, may provide guiding tools for other faculties

Thank you!

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