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Experiential training as quasi appre...

Dehoney, Joanne.

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Experiential training as quasi apprenticeship: Case studies of precepting in community pharmacies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiential training as quasi apprenticeship: Case studies of precepting in community pharmacies./
Author:	Dehoney, Joanne.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1436.
Contained By:	Dissertation Abstracts International60-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9928918
ISBN:	0599286520

Experiential training as quasi apprenticeship: Case studies of precepting in community pharmacies.
Dehoney, Joanne.

Experiential training as quasi apprenticeship: Case studies of precepting in community pharmacies. - 180 p.

Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1436.

Thesis (Ph.D.)--University of Georgia, 1999.

Community pharmacy preceptors are an important element of every pharmacy experiential training program. To effectively combine teaching into their already demanding professional practice, preceptors must possess unique expertise. The goal of this research was to describe the situated teaching practice of expert community pharmacy preceptors teach while working with students on rotation. In these qualitative case studies, two skilled community pharmacy preceptors were shadowed on-the-job as they worked with clerkship students. The preceptors, affiliated with a large Southern land grant College of Pharmacy experiential program, were identified based on student exit-interviews, preceptor-of-the-year portfolios, and experiential program administrator nominations. Students were in their final year of training for the B.S. Pharmacy degree. Three nominees were each observed and recorded while working with a student for an entire dispensing rotation, and participated in pre, post, and follow-up interviews. Data for two cases were analyzed inductively on a case-by-case basis to identify participants' teaching and assessment methods. Constant comparative data analysis of field notes, recordings and interviews was performed using qualitative data analysis software. Findings are framed by an apprenticeship perspective on teaching and learning in experiential education. In general, participants were found to structure rotations with hierarchical goals related to student interest and skill, to perform situated, task-based assessments; to interact with students predominantly in the context of work performed by the student, to efficiently combine work and teaching objectives in interactions with students; and to replace instruction with in interactions with students; and to replace instruction with collegial interactions in the last week.

ISBN: 0599286520Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Experiential training as quasi apprenticeship: Case studies of precepting in community pharmacies.
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520 $a Community pharmacy preceptors are an important element of every pharmacy experiential training program. To effectively combine teaching into their already demanding professional practice, preceptors must possess unique expertise. The goal of this research was to describe the situated teaching practice of expert community pharmacy preceptors teach while working with students on rotation. In these qualitative case studies, two skilled community pharmacy preceptors were shadowed on-the-job as they worked with clerkship students. The preceptors, affiliated with a large Southern land grant College of Pharmacy experiential program, were identified based on student exit-interviews, preceptor-of-the-year portfolios, and experiential program administrator nominations. Students were in their final year of training for the B.S. Pharmacy degree. Three nominees were each observed and recorded while working with a student for an entire dispensing rotation, and participated in pre, post, and follow-up interviews. Data for two cases were analyzed inductively on a case-by-case basis to identify participants' teaching and assessment methods. Constant comparative data analysis of field notes, recordings and interviews was performed using qualitative data analysis software. Findings are framed by an apprenticeship perspective on teaching and learning in experiential education. In general, participants were found to structure rotations with hierarchical goals related to student interest and skill, to perform situated, task-based assessments; to interact with students predominantly in the context of work performed by the student, to efficiently combine work and teaching objectives in interactions with students; and to replace instruction with in interactions with students; and to replace instruction with collegial interactions in the last week.
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