Index
in Preceptor’s Handbook for PharmacistsA
Academia, 324
Academic dishonesty, 385–386, 389–390
Academy of Managed Care Pharmacy, 322, 325
Accountable care organizations, 327
Accreditation Council for Pharmacy Education (ACPE), 4
accreditation standards for, 50, 409
accreditation standards guidance 22.2, 297–299
administration rotation and, 180
affiliation agreements and, 28
APPE curriculum and, 140
APPE transitions of care and, 254–255
Center for the Advancement of Pharmacy Education outcomes, 50
continuing professional development and, 14–15
core competencies and, 6
experiential education and, 287
Experiential Quality Assurance standard of, 161
feedback and, 425
pharmacy programs and, 204–205
preceptor appointments and, 439–440
preceptor assessment and, 440–441
preceptor attributes and, 439
preceptor criteria for, 438
preceptor preparation and, 440
preceptor training programs by, 303
preceptors of students and, 348–349
rotations and, 179
self-assessment instrument of, 441
Standard 20 of, 437–438
Standard 20 guidance and, 437–438
Standard 20.3 of, 117
Standards 12, 13 of, 138
student:preceptor ratios and, 438–439
teaching aptitude and, 439
workshops by, 330
Accreditation standards, 437. see also specific accrediting bodies
Action Collaborative on Clinician Well-Being and Resilience, 360–361
Acute care/inpatient, administration of, 173
Adherence, 249
Adjunct faculty appointments, 284
Administration acute care/inpatient, 173
ambulatory care, 174
business of pharmacy, 174–175
clinical programs, 173–174
corporate health systems, 177
data analytics, 177
finance, 175–176
formulary management, 175
patient satisfaction, 176–177
pharmacy information systems, 177–178
purchasing/supply chain, 175
revenue cycle, 177
sterile products, 173
strategic planning, 176
value-based purchasing, 176–177
Administration rotation learner and, 181
organization and, 180–181
preceptor and, 181
Administrative staff, learner education responsibilities, 165
Advanced education, 329–330
Advanced pharmacy practice experiences (APPEs), 2, 52, 128, 133
AACP and, 134
American Pharmacists Association and, 134
American Society of Consultant Pharmacists and, 134
curriculum of, 4
developing, 154–155
direct patient care and, 134–136
English as a second language and, 405
experiential education hours and, 204, 287
experiential education standards for, 101
experiential requirements, by state, 210–219
healthy professional attitude influence during, 137
independent practitioner encouragement during, 136–137
interpersonal skills and, 138–139
longer practice experiences and, 194
organization, time management and, 137
pharmaceutical care/disease management and, 134–136
professional growth, scholarly development during, 138
professional skills and, 133
specialty camps and, 134
student activities examples on, 133
student schedule sample for, 187, 188
teaching others and, 138
transitions of care and, 254–255, 256
Advanced training, 327–328
Affective learning, 110, 111
education methods for, 112
Affiliation agreements 28–29, 281–282
elements of, 29
Affordable Care Act, 230, 231
federally qualified health centers and, 232
health home and, 232
prevention through, 232–233
African American, 234, 235
Agency for Healthcare Research and Quality, 362
universal medication schedule and, 251
Agreement, 282
Alaska Native, 234
Albumin, 239
Allen, David, 172
Ambulatory care pharmacy, 321
American Association of Colleges of Pharmacy (AACP) APPE and, 134
Center for the Advancement of Pharmacy Education (CAPE) outcomes, 4, 5
core entrusted professional activities, 4–5, 120, 121
diversification and, 396
entrustable professional activities and, 195–197
Master Preceptor Recognition by, 64
percentage of degrees conferred by ethnicity/race 2017, 397
percentage of degrees conffered by gender 2017, 396
preceptor professional development and, 290
preceptor and student responsibilities, 295
student affairs and, 363
student self-identity and, 401, 402
American Association on Health and Disability, 246
American College of Clinical Pharmacy (ACCP), 325
fellowship programs and, 343
residency training and, 339
student professionalism and, 265
American College of Healthcare Executives, 333–334
American College of Surgeons, 362
American Community Survey (2012) table R1810 of, 247
American Indian, 234
American Pharmaceutical Association, rotations, 141
American Pharmacists Association (APhA), 325
Advanced Preceptor Training and, 64
APPE and, 134
Code of Ethics of, 73, 410–411
American Society for Quality, 161
American Society of Consultant Pharmacists, 325
APPE and, 134
American Society of Health-System Pharmacists (ASHP), 325
accountable care organizations and, 327
accreditation standards of, 139, 333, 348, 428
administration rotation and, 180
ambulatory care and, 329
APPE and, 134
Commission on Credentialing, 282, 340–341
feedback and, 425
Foundation Pharmacy Forecast, 339–340
generational differences and, 399
learner interaction and, 65
mentor match program of, 317
Midyear clinical meeting, tools for students, 352–354
Objective R3.2.4, 384
PGY1 standard, 170–171
PGY1 transitions of care, 256
Pharmacy Forecast, 176
Pharmacy Practice Model Initiative, 16
Practice Advancement Initiative (2015), 183–184
practice model and, 186
preceptor attributes and, 442
preceptor plan and, 303
Preceptor Toolkit, 64
residency accreditation, 117
Residency Matching Program, 355
residency training and, 328
rotations and, 141
Standards for Residency Program Accreditation, 441–442
Statement of Professionalism, 264
American Society of Quality, 163
Americans with Disabilities Act, 245
Americans with Disabilities: 2010, 247
Annual Perspective on Burnout (2015), 362
Arkansas State Board of Pharmacy requirement, 203–204
Armed Services, 325
Articulation, 115
Ashby, Harvey, 185, 186
Asian, 234–235
Assessment, 50
case presentation for, 42
competency-based, 41
course map example of, 50
direct observation, 42
formal methods of, 42
formative, 51
journal article critique and, 42
realistic, 51
recognizable, 51
reflection/portfolio, 42
relevant (valid), 51
reliable, 51
rubric, 41–42
scoring guide for, 41
SOAP note and, 42
tools for, 50
types of, 51
Association for Experiential Education (AEE), 101–103
Association of Health Care Journalists Annual Meeting, 359–360
Audits, 179
Autonomy, 360, 364
Awards, 284
B
Baby Boomers, 397
characteristics of, 398
Bearman, Margaret, 377
Best practices for development, 442
for orientation, 442
for recruitment, 442
for retention, 442–443
Bisexual, 243
Black, 234, 235
Block scheduling, 186, 187
Bloom’s taxonomy, 110–113
affective learning, 110, 111, 112
cognitive learning, 110–111, 112
psychomotor learning, 111–112
Board of Pharmaceutical Specialties, 332
Brief Health Literacy Screening, 250
Burnout, 359
case example of, 378
evidence of, 361–362
medical errors and, 362
Business plans, administration of, 178
C
Capsule formulations, 239
Career advising, 313
Career advising charting course in, 313–315
Career planning additional support for, 334
personal mission statement and, 317
preceptor’s role in, 315–317
professional organization involvement and, 317–318
Career reflection activity, 92
Careers in pharmacy, 318–319
academia and research, 324
accountable care organizations, 327
ambulatory care, 321
common opportunities for, 319
community, 321–322
contract research organizations, 326
employee benefit counseling, 325–326
government, 325
group purchasing organizations, 326
healthcare information technology, 326–327
health-system, 319–321
home infusion, 323–324
managed care, 322–323
medical homes, 327
medical marketing, communication organizations, 326
pharmaceutical and healthcare distributors, 326
pharmaceutical industry, 324
professional associations, 325
specialty, 323
Center for Advancement of Pharmacy Education Domains 2, 3, 255
outcomes and, 120
Center for Generational Studies, 399
Centers for Medicare & Medicaid Services (CMS), 176
prescription drug spending and, 322
Certification, 332–334
programs, 32
Chan, Sharif, 424
Children’s Health Insurance Program, 229
Cisgender, 243
Citigroup “Workforce and Talent” document, 40–41
Civil Rights Act of 1964, 403
Cleveland Clinic, 186
Cleveland Clinic Florida, 192
Clinical care ladders, 327–328
Clinical programs, administration of, 173–174
Clinical service development, 285
Clinical student interns, 187, 189
Coaching, 65, 115, 345
Code of Ethics for Pharmacists, 156, 410–411
Cognitive apprenticeship, 113–116
content of, 113, 114
dimensions of, 114
method for, 113, 114
sequence in, 113, 114
sociology of, 114, 115
Cognitive apprenticeship methods articulation, 115
coaching, 115
exploration, 115
modeling, 115
reflection, 115
scaffolding, 115
Cognitive learning, 110–111, 112
education methods for, 112
hierarchy of, 111
Cognitive opportunities, 285
Collaborative care agreements, 21
Collaborative practice agreements, 129
College invitations, 284
Colorado, preceptor requirements set by school of pharmacy, 204
Commission on Certification in Geriatric Pharmacy, 332
Communication, 5, 240
nonverbal, 44, 45
paraverbal, 44, 45
verbal, 44, 45
written, 45
Communication skills interpersonal, 43–44
noise, barriers in, 44
transactional model of, 43–44
Communicator, 43
Community health centers, 232
Community health workers, 232
Community involvement, 272–274
case example of, 273–274
Community pharmacy, 321–322
Community service education, 12, 22
Community service organizations, 23–24
Competencies, 178–179
Competency assessment, 118, 120
gauging, 34–35
Complementary and Integrative Medicine, 236–237
Computer-based processes, 145
Consulting pharmacy, 324–325
Continuing education, 284, 332
Continuing professional development (CPD), 14–15, 116–118
apply, 116
evaluate, 116
learn, 116
plan, 116
record and review, 117, 118
reflect, 116
tool example for, 119
Continuous quality improvement (CQI), 161–162, 167, 286
what school requires for, 162–163
Contract, 282
sample student, 283
Contract research organizations, 326
Coping skills, 371
Corporate health systems, administration of, 177
Council on Credentialing in Pharmacy, 3
Covey, Stephen, 172
Credentialing, 330–331
process of, 331–332
Credentials, additional, 328–329
Cultural competence case examples of, 238
continuing learning process for, 237–239
Cultural competency, 233, 235–236
assessing, 233–236
Cultural differences, 405–406
Cultural sensitivity, 5, 237
Culturally and Linguistically Appropriate Services Standards (CLAS), 225, 230
standards, 236
Culture, 223, 224
Curriculum vitae, 351
D
Data analytics, 177
Decision-making, ethical, 413–415
Deming Cycle, 163
Depression, medical errors and, 362–363
Developmental disabilities, 246
Direct instruction, 65, 344–345
Disabilities resources, 247
Disability Characteristics of Income-Based Government Assistance Recipients (2011), 247
Disability Employment Tabulation 2008–2010, 247
Disability statistics, 245
population distribution, 245–246
Disabled patient care, 245–247
District of Columbia, Oath of Preceptor, 204
Diverse student populations, 395–397
Diversity, language of, 224–225
Document literacy, 247
Dress code policies, 387
Drug company patient assistance Internet sites, 229
Drug information access, 284
Drug Information Handbook, 145
Drug pricing, 177
Drug utilization review, 284, 325
Duffy, Kathleen, 77
E
Eckel, Fred, 317
Educational affiliation agreements, 297–303
Educational newsletters, 284
Educator, 5
Effect, 43
Elaboration description of, 423
evidence for, impact on, 423
experiential education/rotations and, 423
Electronic health record, 314
Electronic medical record, student access to, 33
Emergency code process, 33
Emotional benefits, 285
Emotional intelligence relationship management, 105, 106
self-awareness, 105, 106
self-management, 105, 106
social awareness, 105, 106
Employee benefit counseling, 325–326
Ende, Jack, 425
English as foreign language, 404–406
English as second language, 404–406
Entrepreneurship, 6
Entrustability, levels of, 196
Entrustable professional activities (EPAs), 120, 121–122, 195–197
Entrustment decision, 120
Epoetin, 239
Ethical decision-making framework for, 413
patient case for, 414–415
Ethics, 409–410
combined with law courses, 410
as independent courses, 410
as integrated courses, 410
pharmacist-direct care and, 413–414
Ethics principles autonomy, 412
beneficence, 412
fidelity, 412–413
justice, 412
nonmaleficience, 412
Ethnicity, 224
Evaluation, 76
of experiential program, 160–161
final, 83
Evaluation instruments, 148–149
Evaluation steps analyzing retrieved observations, 148
evaluation instrument completion, 148–149
observing students, 148
recording observations, 148
retrieving recorded observations, 148
Examination oral, 147–148
practical, 148
written, 147
Experiential education, 2, 101–103
behaviors and, 383–384
emotional intelligence and, 104–105
individualized teaching in, 103–107
leadership strength domains for, 107
learning strategies for, 110–111
learning styles and, 104
practice, principles of, 102
standards impacting, 3–6
teaching fundamentals for, 127
Experiential program assessment sources for, 163–164
common elements of, 186
continuous quality improvement in, 161
curriculum design for, 154–156
development of, 154
effective orientation process for, 156–157
evaluation of, 160–161
guidelines for involving others in, 166
involvement of others in, 159–160
involvement of pharmacy staff in, 164–167
orientation for, 156–158
program manual for, 156
sample components of manual for, 156–157
Exploration, 115
F
Facebook, 266, 267
Facilitating, 65, 345
Facility tour, 33
Faculty agreement, co-funded, 288, 289–290
Faculty committee involvement, 285
Faculty preceptors, 294–295
Failing students, 308
Failure to fail, 77–78
Faith role in healthcare, 239–240
Family Educational Rights and Privacy Act, 299
Family role in healthcare, 239–240
Federally qualified health centers, 232
Feedback, 46, 76, 149
description of, 425
evidence for, impact on, 425–426
experiential education/rotations and, 426
general vs. specific, 153
generational view of, 62
ideas for, 76
as motivator, 77
negative, 77
from other health professionals, 164
for patients, 164
positive, 77
Praise and Polish Pendulum, 426, 427
from preceptor to college or school, 286
from school, 163
withholding, 77
Fellowship, 328, 343–344
credentials, 333–334
layered learning and, 343–344
preceptor characteristics for, 350
resources for, 329
Finance, administration of, 175–176
Financial counseling services, 229
Financial incentives, support, 284
Flavell, John, 428
Flesch reading ease score, 252
Flesch-Kincaid grade level score, 252
Flourishing, 360
Flow, 360, 366
Food and Drug Administration (FDA), 325, 326
Formal evaluation, 304–305
Formulary management, 175
G
Gay, 243
Gender dysphoria, 243
Gender neutral, 243
Generation X, 397
characteristics of, 398
Generation Z, 42–43, 62–63, 397, 406
characteristics of, 398
Generational differences, 39–41, 397–399
Generational traits, 40
Getting Things Done, 172
Gilbert, Diaz, 405
Glossary of Education Reform, 161
Government pharmacy, 325
Grant writing support, 284
Gratitude, 360, 366
Group purchasing organizations, 326
Growth mindset, 360, 364–365
H
Habits of Preceptors Rubric, 64
Harassment, 384–385
Health and wellness promotion, 5
Health disparities, 225–227
examples in subpopulations, 228
Health homes, 232
Health inequalities, 225–227
Health Insurance Portability and Accountability Act (HIPAA), 206, 266, 386
Health literacy, 247–248
assessment of, 249–250
assessment tools for, 250–251
effective communication to enhance, 251–252
good skills for, 253
individual, system factors in, 248
intervention in, 251
levels of, 249
poorer outcomes and, 249
Health Resources and Services Administration 340B drug pricing program, 177
Healthcare access racial inequality and, 230
socioeconomic inequality and, 230
Healthcare information technology, 326–327
Healthcare professional involvement, 159–160
Health-system pharmacy, 319–320
specialization areas in, 320
HealthyPeople 2030, 226
goals for, 226
Heteronormativity, 243
Hidden curriculum, 73
Hippocrates, 2
Hippocratic Oath, 2
Hispanics, 235
Home infusion pharmacy, 323–324
Houston Methodist Hospital, 189–190
acute care cardiology example from, 190
drug information service rotation in, 191
rotation experiences of, 190
I
Imposter syndrome, preventive strategies for, 363–366
Inappropriate behavior, 383, 384, 387–388
case scenario for, 388–389
preceptor best practices for, 390
resources for, 390–391
Indian Health Service, 325
Information master, 78
In-kind gifts, 284
Innovation, 6
Instagram, 266
Institute for Safe Medication Practices, 251
Institute of Medicine, 320
health disparities and, 225–226
Health Professionals Education and, 4, 6
Quality Chasm Series of, 6
Institutional review board, 186
Insurance plan benefit programs, 314
Integrative health care, 237
Intellectual candor, 377
Interleaved practice description of, 421
evidence for, impact on, 421–422
experiential education/rotations in, 422
Intermediate practice experiences, 131–132
International Pharmaceutical Federation, 325
APPE and, 134
International Pharmaceutical Students, 134
Internships, competitive, 141
Interpersonal skills, 48
APPE and, 138–139
Interpreter, 236
Interprofessional Collaborative, 265
Interprofessional education, 6, 205
experiential requirements by state, 210–219
Interprofessional team, 132
leader, 78
Intersex, 243
Intervention for struggling students, 371
case example of, 370–371
Introductory pharmacy practice experiences (IPPEs), 2, 52
classroom/laboratory simulation and, 132
community and, 132
curriculum for, 4
developing, 154–155
direct patient care experience and, 132
evening, night shift opportunities for, 288
experiences of, 127–130
experiential education hours for, 204, 287
experiential education standards for, 101
experiential requirements, by state, 210–219
fundamental skills learned during, 129
institutional health-system and, 132
transitions of care and, 256
J
Job termination discovery, 97–98
evaluation, 98
recovery, 97
repurposing, rebuilding and, 98
Joint Commission, The, 331
affiliation agreements and, 28
roadmap for patient, family care across cultures and, 257
Joint Commission of Pharmacy Practitioners, 50
vision statement of, 3
K
Kentucky, preceptor written request, 204
Klann, Gene, 73
Kleinman’s Questions, 238–239
Laboratory staff, learner education responsibilities, 165
Layered learning fellowships and, 343–344
patient care impact of, 192
practice model, 172, 186–190
team member activities in, 344
telehealth and, 194–195
Leadership, 6
continuum, 55–57
experience, 169–170
management and, 55
principles, 171–172
skills, 54–58
Leadership activities communication, 180
crises, 180
strategic planning, 180
without the title, 180
LEAN methodology, 179
LEARN model, 254, 255
Learner auditory, 141, 142
concerns of, 63
development plan for, 431
essentials needed from preceptor by, 68
expectations for, 348
expectations of, 293–294
failure to fail and, 77–78
feedback process for, 291
final evaluation of, 83
ideal learning environment for, 66
ideal preceptor for, 62
interaction with, 65
kinesthetic, 141, 142
levels of, 345–346
as pharmacist extenders, 185–186
professional activities for, 78
resilience and, 78–79
supervision levels for, 121
teams of, 186
template for, 75
types of, 141
visual, 141, 142
Learner challenges attention to academic program, 151
attitude, 150
comprehension, 151
failing, 154
motivation, 150–151
practice setting, 151–152
strategies for dealing with, 152–153
unprofessional conduct, 150–151
Learner evaluation, 146
formative, 146
praise and reprimand, 145, 146
summative, 146–148
Learner relationship, 61
fostering before learner arrives, 68–70
Learner-centered teaching, 64–65
Learning Bloom’s domains of, 110–113
metacognition and, 141–142
near-peer assisted, 109–110
passive, 309
peer-assisted, 109–110
problem-solving, 309
small group, 309
tools for, 145–146
Learning disabilities, 246
Learning environment, 65–66
integrative patient care, 67
practice-based research, 67–68
supportive physical, 66–67
vibrant, 66
Learning pyramid, 344
coaching, 345
direct instruction, 344–345
facilitating, 345
modeling, 345
Learning stages, 107
conscious competent, 108, 109
conscious incompetent, 108, 109
unconscious competent, 108, 109
unconscious incompetent, 108, 109
Learning strategies activating prior knowledge, 419–420
elaboration, 423
feedback, 425–427
focused facts, 418–419
interleaved practice, 421–422
metacognitive training, 428–429
myths of, 417–418
peer assisted learning, 424–425
personalization, 429–432
scaffolding, 428–429
spacing, 422–423
testing, retrieval, 420–421
Learning styles, 64, 104
accommodator, 104, 105
assimilator, 104, 105
converger, 104, 105
diverger, 104, 105
Lesbian, 243
Letter of intent, 351
LGBTQ population care, background on, 241
case studies of, 244
cultural competent care and, 242
demographics of, 241
organizational support and, 242
patient-centered care barriers for, 241–242
pharmacists and pharmacy students actions in, 243
students from, 401–403
terms and definitions for, 243
transgender subpopulation care in, 242–243
Liability issues, 205–206
Licensure, 202–203
Life purpose, 360
Lifelong educational habits, 116–118
Lifelong learning, 12
Likert scale, 250
example of, 36
Limited English proficiency, 225, 236
Listening skills, 46
Longitudinal experiential training, 186, 190–191
M
Make It Stick, 421
Managed care pharmacy, 322–323
Management competencies, 172
learner education responsibilities, 165
skills, 170–171
Manasse, Henri, 2
Maslach Burnout Inventory Human Services Survey, 361
Match, 355
Mayo Clinic, 362
Medicaid, 229, 231, 325
patient-centered medical home and, 232
Medical homes, 232, 327
Medical information group, 324
Medical marketing, communication organizations, 326
Medicare, 229
Part A, 231
Part B, 231
Part C, 231
Part D, 231
patient-centered medical home and, 232
Medication therapy management (MTM), 193, 228
expansion of, 285
Medications current, 285
reconciliation of, 249
Medication-use systems management, 5
Memorandum of understanding, 28, 29, 299
Mentee, 99
career goals of, 95
characteristics, responsibilities of, 98–99
hitting rock-bottom, 94–95
negative preceptor experience by, 95–96
ready to resign, 94
Mentor, 87, 88
as advisor, 89
characteristics, responsibilities of, 98–99
considerations in choosing, 93
as guide, 89
as role model, 89–90
ways to find, 92–93
Mentoring, 1, 13, 316–317
benefits of, 90
handing off, 94
handling mentee hitting rock-bottom, 94–95
job termination and, 97–98
mentee career goals and, 95
mentee negative preceptor experience and, 95–96
pitfalls, challenges of, 90–91
professional staff, 96–97
relationship, 3
right after residency, 96
of seasoned professionals, 97
when mentee is ready to resign, 94
Mentorship, 88
advice, 92–93
change factors for, 91–92
contemporary methods of, 91–92
pearls, 98
Message encoding, decoding 43–44
miscommunication of, 44
Metacognition, 141–142
knowledge and, 142
regulation and, 142
Metacognitive training description of, 428
evidence for, impact on, 428
experiential education/rotations and, 428
Millenial generation, 40–41, 62, 397, 406
characteristics of, 398
engaging, 41–42
positive reinforcement and, 41, 42
team building and, 41
technology and, 40–41
working with, 399
Mindfulness, 360, 365
Mindset, struggling student, 371
Miscommunication, 44
Misconduct, 383, 384, 386–387
case scenario for, 389–390
preceptor best practices for, 390
resources for, 390–391
Mission statement, 79–80
Modeling, 65, 115, 345
well-being, 376–377
Molloy, Elizabeth, 377
Morality, 412–413
Multiple races, 234
Multistate Pharmacy Jurisprudence Examination, 6
Murthy, Vivek, 359–360
Myers-Briggs Type Indicator, 31
N
National Academy of Medicine, 360
National Assessment of Adult Literacy, 248
National Association of Boards of Pharmacy, 6
License Examination, 330
National Association of Chain Drug Stores, rotations, 141
National Center for Complementary and Integrative Health, 236–237
National Center for Cultural Competence, 233
National Center for Educational Statistics, nontraditional students, 399
National Commission for Certifying Agencies, 332
National Committee for Quality Assurance, 331
National Drug Code, 177
National Matching Services, Inc., 355
National Transitions of Care Coalition, 253–254
Native Hawaiian, 234, 235
Near-peer assisted learning (nPAL), 109–110
Networking, 285, 287
Noise, 44
Nonnative speaking, 404–406
Nonpharmacy personnel, 146–147
Nontraditional students, 399–400
Nonverbal communication clusters, 44, 45
congruence, 44, 45
context, 44, 45
North American Pharmacist Licensure Examination (NAPLEX), 6
Numeracy, 247, 248
Nursing, 165
Nursing and Midwifery Council, 77
O
Oath of a Pharmacist, 156, 264, 411
Office of Management and Budget, 234
Ohio, preceptor requirements, 204
Oklahoma, preceptor examination, 204
Onboarding, 27–28
affiliation agreements and, 28–29
checklist for, 28
competency assessment and, 34–35
credentialing of students to site, 29–30
employees and, 32
evaluation of, 35–36
information exchanges and, 30–31
learner’s first days on site, 32
medication safety and, 32
ongoing, 32–34
orientation to, 33
patient and, 32
preparing for, 28
preparing learner for, 31
preparing preceptor for, 31
Oregon, non-pharmacist preceptors, 204
Orientation, 70–71
checklist sample for, 157–158
conducting effective, 156–157
expectations description for, 72–73
learner responsibilities and, 72
mutual goals in, 72
roles in, 71–72
P
Pacific Islander, 234, 235
Pansexual, 243
Paperwork, regulatory, 33
Parish, Edward, 2
Partnership, 279–280
academic institutions benefits of, 294
agreements, school perspective on, 292
college, school benefits of, 296–297
educational, competence benefits of, 295–296
establishing, 280–282
expectations for, 292–294
financial, resource benefits of, 295
maintaining, 286–287
personal, professional advancement in, 296
preceptor benefits of, 282, 284
school maintaining, 291–292
school perspective of, 287–290
school perspective on preceptor development in, 290–281
site benefits of, 294
Passive learning, 309
Patient advocacy, 5
care provider, 78
involvement of, 159–160
learner education responsibilities to, 165
satisfaction, administration of, 176–177
Patient/family resources, 229
Patient-centered care, 5
medical home, 232
Peer assessment, 163
Peer-assisted learning (PAL), 109–110
description of, 424
evidence for, impact on, 424
experiential education/rotation and, 424–425
Performance improvement programs, 284
Performance management strategies, 195–196
Person-activity fit diagnostic, 368–369
Personal experience, 12–13
Personal space, 240
Personalization description of, 429
evidence for, impact on, 430
experiential education/rotations, 430, 432
Pharmaceutical, healthcare distributors, 326
Pharmaceutical industry, 324
Pharmacist demographics past half century, 396
learner education responsibilities and, 165
Pharmacist Inventory of Learning Styles (PILS), 104, 105
Pharmacist’s Patient Care Process, 50, 225, 230–231
Pharmacist-Extenders, 187, 191–192, 195
Pharmacy business of, 174
education, 2
evolution of, 285
information systems for, 177–178
organizations, 178
as second career, 399–400
Pharmacy administration elective rotations in, 170
experience in, 169–170
Pharmacy benefit manager, 322, 325
Pharmacy graduates information master domains for, 5, 6
interprofessional team member domains for, 5
patient care provider domains for, 4, 5
population health promoter domains for, 5
practice manager domains for, 5
self-developer domains for, 5
Pharmacy practice advancement, 178
Pharmacy Practice Model Initiative (2010), 183
Pharmacy practice models, 173
Pharmacy program experiential requirements for, 204–205
preceptor requirements for, 441
Pharmacy rotation orientation to, 18–20
schedule building in, 21–22
service learning environment examples of, 22
service learning questions, assignments in, 22
service learning topics examples in, 22
student experiences, goals in, 20
Pharmacy staff involvement, 159–160
Pharmacy technicians, learner education responsibilities, 165
Physicians, learner education responsibilities, 165
Plagiarism, 385–386
Plan Do Check Act (PDCA) model, 163
Pledge of Professionalism, 156
Policies and procedures, 33, 179
Population health promoter, 78
Population-based care, 5
Portfolios, 18
Positive psychology, 360, 364
Postgraduate year 1 (PGY1), 2, 345–346
learning level of, 346–347
levels of, 342
programs for, 139
residency training, 328–329
residents, preceptor characteristics in, 350
Postgraduate year 2 (PGY2) learning level of, 346–347
levels of, 342
programs, 139
residency training, 328–329
residents, preceptor characteristics in, 350
Practice Advancement Initiative, 183
pillars of, 184
Practice manager, 78
Practice models, 15–16
institutional audits, evaluations in, 17
layered learning in, 17, 186–190
library references, resources for, 17
medical record documentation in, 17–18
professional meetings, committee attendance and, 17
publishing results of, 16–17
student feedback in, 18
student meetings, workshops and, 17
Precepting, 1
accountability and, 14
duty of, 13–14
experimenting with new ideas and, 15
mutual benefit and, 14
origins of, 1–2
partnership of, 2–3
practice models for, 15–18
Precepting skills, 39
questioning, listening, 45–46
Preceptor application for, 203
certification of, 202, 203
benefits of, 286
career planning and, 315–316
characteristics of, 7–8
core values of, 12–14
development of, 282, 284
effective teaching opportunities for, 11–12
feedback, assessment of students and, 22–23
importance of, 7
intangible benefits of, 285
learner education responsibilities and, 164
legal standing of, 203
length of practice and, 203
licensure of, 202–203
mentoring and, 13
personal experience sharing by, 12–13
practice are expertise of, 13
professionalism of, 12
promotion of learning and, 12
qualities of effective, 61–62
requirements of, 348–350
residents as, 139–140
respect for others and, 13
school’s expectations for, 292–293
similarities between student and resident and, 443
student diversity and, 13
tangible benefits of, 284–285
time commitment of, 13
training seminar for, 203
traits of effective, 64
Preceptor skills, 39
assessment and, 50–52
communication and, 43–45
interpersonal, 48–50
leadership and, 54–58
questioning, listening, 45–46
teaching and, 52–54
written communication and, 46–48
Preceptor-college relationship establishing expectations for, 306–307
feedback and, 305–306
learner performance evaluations, 307
Preceptorship, 88
Preceptors-in-training, 348
Prior knowledge description of, 419
evidence for, impact of, 419
experiential education/rotations application of, 419–420
working with, 307–308
Problem solving, 5, 143–144
case scenarios for, 145
learning style, 309
triad, 143, 144
Profession, 263
Professional, 263
Professional associations/organizations/societies/fraternities, 23–24, 274–276, 325
Professionalism, 6, 12, 263–264
assessment rubrics for, 265
case example for, 270–271
contract for, 390, 392–393
lapses in, 268–272
schools and, 265
social media and, 265–268
Professionalization, 263
Prose literacy, 247
Psychomotor learning, education methods for, 112
Public Health Service, 325
Purchasing administration of, 175
value-based, 176–177
Q
Quality assurance, 331
Quality improvement, 179, 331
programs, 284
Queer, 243
Questions closed-ended, 45, 46
leading, 46
open-ended, 46
probing, 46
reflective, 74
R
Race, 224
Racial inequality, 230
Readability statistics, 252
Recognition, 285
Reference letter, 350–351
Reflection, 115
Religion, 239, 403–404
Religious dietary restrictions, 239
Religious holidays, 404
case scenario for, 406
Research, 324
support, 284
Residency, 328
accreditation of, 340–341
case scenario for, 349
making students work in, 184–185
memorandums of understanding for, 299–303
precepting, 3
resources for, 329
struggling students and, 371
value of, 341
Residency application process first, second professional years, 352
fourth professional year, 352–353
Match, 355
third professional year, 352
Residency process advising students, 350–351
resources for, 351–352
Residency teaching experience, 139–140
Residency training case scenario for, 356
growth of, 339–340
importance of, 339
levels of, 342–343
misconduct, inappropriate behaviors and, 384
Resident evaluation of, 149
as preceptor, 139–140
Resilience, 78–79, 359–360, 364
focal point and, 79
case example of, 367–370
Resources, 64
Retail pharmacy operations, 174
Role modeling, 73–74
Rotation, 6–7
career advising and, 314–315
case scenario for, 347
community service education in, 12
elective, 140
feedback and, 304
lifelong learning and, 12
organization, time management in, 10–11
orientation checklist for, 70–71
in pharmacy administration, 180–181
pharmacy school requirements for, 140
preceptor and, 11–12
standards, expectations of, 9–10
traumatic experiences and, 375–376
Rotation structure feedback, 9
learn by doing, 8–9
mutual benefit, 9
orientation, 8
Rubric, 41–42
analytic, 42
analytic example of, 52
checklist for, 42
descriptive, 42
holistic, 42
rating scale for, 42
S
Safety program, 33
Saint Luke’s Health System of Kansas City, 187–188, 189
education team charter of, 200
student satisfaction survey of, 199
Saint-Exupéry, Antoine de, 169
Sargeant, Joan, 74
Scaffolding, 115
description of, 428–429
evidence for, impact on, 429
experiential education/rotations for, 429
Scholarship activities, 23
Schön, DA, 75
Scott, Steven, 363
SCPE Standards 2016, 438
Second-victim syndrome, 374–375
Security badges, 33
Self-awareness, 6
Self-compassion, 360, 365
Self-determination, 364
Self-reflection, fostering, 74–75
Semantics, 45
Sequential experiential training, 186
Service learning. see Pharmacy rotation
Seven Habits of Highly Efficient People, 172
Sexual harassment, 384–385
Shared salary, 288
agreement sample for, 289–290
Silent generation, 397
characteristics of, 398
SinfoniaRx, 194–195
Site evaluation, 290
periodic quality assurance, 290
preceptor and feedback, 290–291
Situation background assessment and recommendation (SBAR) approach, 179
Six Sigma, 163, 179
Skype, 266
Small group learning, 309
SMART goals, 116
Snapchat, 266
SOAP, 194
Social assessment, 230–231
Social connectedness, 360, 364
case example of, 227
Social media appropriate use of, 267
inappropriate use of, 265–267
recommendations for, 267–268
Social Security Administration, 229
Social Security Disability Income, 229
Socioeconomic inequality, 230
Socioeconomic status, medication use and, 228
Spacing strategy description of, 422
evidence for, impact on, 422
experiential education/rotation for, 422–423
Specialty pharmacy, 174–175, 323
complicated disease states and, 323
Specialties, recognized, 333
Sponsorship, 88
Staff introductions, 33
State board of pharmacy preceptor certification, 202
preceptor requirements, 201–203, 207–208
ratio of preceptors to interns, 202
State pharmacy organizations, APPE, 134
Stereotype, 224
Sterile products, administration of, 173
Strategic planning, administration of, 176
Strengths, weaknesses, opportunities and threats (SWOT) analysis, 178
Stressful situations, 373
case example of, 373–374
Struggling student behaviors to watch for, 371–372
second-victim syndrome and, 374–375
stressful situations and, 373–374
Strunk and White The Elements of Style, 47
Student Pharmacist Practice Model, 158
potential duties, responsibilities of, 158–159
Student satisfaction survey, 199
Subjective, objective, assessment and plan (SOAP), 42
Summative evaluation, 146–148, 149
examination, 147
timing of, 147
Supply chain, administration of, 175
Support, 240
Swiss National Science Foundation, 362
System Pharmacy Education Team, 187
T
Teaching facts, 418–419
logic-based method to, 142–144
myths, 417–418
skills, 52–54
style, 64–65
tools, 145–146
Telehealth, layered learning in, 194
Testing, retrieval strategy description of, 420
evidence for, impact of, 420–421
experiential education/rotation, 421
Texas, ASHP-accredited residency and, 204
The Quadruple Aim, 363
The Triple Aim, 363
Title IX harassment, 384–385
Title VII, 403
To Err Is Human, 320
Topic discussions discussion phase of, 82
facilitating, 80
phases for, 81
planning phase of, 80–81
post-discussion phase of, 82–83
Total Quality Management, 163
Traditionalism generation, 397
characteristics of, 398
Training programs, 303
preparation for, 303–304
rotation feedback and, 304
school’s formal evaluation of, 304–305
Transgender care, 242–243
Transitions of care, 253–257
case example of, 254
managing criteria for, 257
Traumatic brain injury patient, 246–247
Traumatic experience accident and chaos response to, 375
emotional first aid for, 375
enduring inquisition and, 375
intrusive reflections and, 375
moving on, 375–376
moving past, 375–376
restoring personal integrity after, 375
Treatment modalities, 285
Tugend, Alina, 76
Twitter, 266
U
U.S. Bureau of the Census: Population Estimates Program, 234, 245
U.S. Department of Education, National Center for Education Statistics, 248
U.S. Department of Health and Human Services, 226
U.S. Public Health Service, APPE, 134
Unauthorized collaboration/collusion, 385
Underinsured patient, 231–232
Uninsured patient, 231–232
United States Pharmacopeia APPE and, 134
Chapter <795> documentation compliance, 179
Chapter <797>, 173
Chapter <797> documentation compliance, 179
Chapter <800> documentation compliance, 179
prescription labeling and, 251
University of Missouri, Division of Inclusion, Diversity and Equity, 403
University of North Carolina, 317
University of Texas at Austin College of Pharmacy, 150, 151
University of Washington, 361
Unprofessional conduct, 150–151
Unprofessional dress, 387
V
Veterans, 400–401
Veterans Health Administration, 325
W
Wayne State University College of Pharmacy, 185
Websites, 146
Well-being, 359–360, 363
case example for, 367–370
preceptor and, 376–377
preventive strategies and, 363–366
Wendover, Robert, 399
Western University of Health Sciences, 193–194
White, 234
White Coat Ceremony, 264
Work internships, 131–132
Workshops, 330
World Health Organization, 226–227
Written communication, 46–48
tone tips for, 45
Y
YouTube, 266
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