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PRECEPTOR�ORIENTATION

Duquesne University

School of Pharmacy

The Office of Experiential Education

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TABLE OF CONTENTS

The School of Pharmacy

Experiential Education

Precepting and Expectations

CORE ELMs Overview

Conclusion

01

02

03

04

05

The OEE, Mission statement, ACPE Accreditation and goals

Onboarding and paperwork, rotation timeline, APPEs and IPPEs

Principles of precepting, student and preceptor expectations

Document library, absences, needlestick protocol, required assignments and evaluations

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The School of �Pharmacy

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Mission Statement

Educate and mentor students who advance the profession of pharmacy and pharmaceutical research to improve the health outcomes of patients and their communities.

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The Duquesne University �School of Pharmacy

PharmD�Pathways

PharmD/B.S. in Pharmacy Foundations

ACPE �Accreditation

Personalized IPPE/APPE Experience

On-Campus Pathway
Online Pathway

All eligible students enrolled in the DU PharmD program will also earn a Bachelor of Science in Pharmacy Foundations

Accreditation Council for Pharmacy Education
National Agency for accreditation

The OEE works directly with students to schedule available rotations according to their career goals and interests

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The Office of Experiential Education

ACPE Accredited

NEPTUNE

Accreditation Council for Pharmacy Education
National Agency for accreditation

Neptune is the farthest planet from the Sun, the fourth-largest in our Solar System and also the densest

Thomas Falcione, RPh, BSPharm

Director of Experiential Education

falcionet@duq.edu

Emily Lohr, PharmD

Experiential Education Coordinator

lohre@duq.edu

Kala Findley, PharmD

Assistant Director of Experiential Education

findleyk1@duq.edu

Lisa Radio, MSEd

Experiential Education Administrative Assistant

radiol@duq.edu

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Experiential Education

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Goals

Experiential Education Goals

Demonstrate mastery of School of Pharmacy Competencies
Refine clinical, distributive, professional, management and fundamental practice skills
Provide a venue for direct application
Offer students a breadth of experiences

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Practice Experiences

IPPE I (Community)
IPPE II (Institutional)

Introductory Pharmacy Practice Experiences (IPPE)

Required Advanced Hospital
Required Acute Care
Required Ambulatory Care
Required Community Practice
Required Elective

Advanced Pharmacy Practice Experiences (APPE)

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Experiential Calendar

IPPE I

IPPE II

APPE

Summer
Blocks R-T
4.5 weeks
Completed

after PY1 year

Summer
Blocks K – O
3 weeks
Completed after PY2 year

Blocks A – F
5 weeks
Blocks G – I
6 weeks
Completed

during PY4 year

The community based IPPE, which is referred to as IPPE I is typically completed by Duquesne students during the summer after their first professional year. This rotation type is 4 and a half weeks long and starts on a Wednesday. Students will complete one IPPE I rotation in Block R, S, or T. IPPE II rotations, the institution based introductory rotations, take place in the summer following the second professional year and are 3 weeks in length. Students will complete one IPPE II rotation in either Block K, L, M, N, or O. Throughout their fourth professional year, students must complete 7 APPEs, one per block, in the allotted 9 blocks. These blocks are labeled A through I. It is important to note that Blocks prior to winter break (blocks A, B, C, D, E, and F) are 5 weeks in length and blocks in the spring, or after winter break (blocks G, H, and I) are 6 weeks in length.

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Experiential Rotation Timeline

October

Preceptors receive availability request from CORE ELMS

November

Preceptor availability due

December

IPPE students begin preferencing rotations

January

IPPE preferencing due; APPE lottery begins

February

APPE lottery concludes; preceptor schedules released

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Onboarding As�A DU Preceptor

Initial Onboarding

Registration through CORE ELMS via link provided by OEE
CORE profile created with site description
Affiliation agreement
HR form
Appointment letter
Certificate of Liability Insurance
Syllabus
Experiential Academic Calendar
Preceptor CE
Meet and Greet Registration Link
Duquesne University MultiPass credentials

Preceptor onboarding with Duquesne is completed through the OEE. Initially, you should have received the CORE ELMS preceptor application link from one of our team members. Once you have applied in our learning management system, CORE, our team builds your unique profile and sends your login credentials from no-reply@corehighered.com. We may also request rotation availability at this time. If not already established, an affiliation agreement between Duquesne and your site will need to be executed. You should have also received an orientation email sent by one of our team members. This email will include an HR form that will need to be completed and emailed or faxed back to our office, an appointment letter, if applicable, a certificate of liability insurance for your records, the appropriate IPPE or APPE syllabus, the experiential academic calendar, the free preceptor CE for you to complete, and a link to sign up for a Meet and Greet with the experiential team. Once your HR form (included in the orientation email) is received by the OEE and processed through HR, your Duquesne MultiPass credentials will be sent to you. The MultiPass credentials are used to access a variety of Duquesne preceptor resources, including the Gumberg Library which houses numerous valuable resources including

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Precepting and �Expectations

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Principles of Precepting

1. Direct Instruction

3. Coaching

2. Modeling

4. Facilitation

Teaching foundational content, orienting a student to the process at hand, and filling in any necessary knowledge gaps before skills can be applied

Student performs task while preceptor shadows and provides ongoing feedback during the process which allows the student to fine-tune their skills

Preceptor demonstrates task while narrating their actions which allows the student to witness the problem-solving process

Student performs task more independently while preceptor remains readily available

At Duquesne, we believe precepting students should follow four basic principles based on the student’s skill level, knowledge of the topic, and year in the program. When starting out, it is appropriate for students to shadow preceptors in Direct Instruction. This creates the foundation for students and helps to fill in any knowledge gaps before skills can be applied. Once the student has a stronger understanding of the task or concept, the preceptor will demonstrate modeling which includes narrating their actions. This gives students insight to the preceptor’s problem-solving skills. As the student advances in modeling, it is appropriate for them to start completing the task with direct coaching. This allows the student to work through the task with the preceptor overseeing their work to provide direct feedback and help the student fine-tune their skills. Lastly, once both the student and preceptor are confident in the student performing the task, the student should be able to work with facilitation from the preceptor, meaning, the student is able to perform the task more independently, while the preceptor remains readily available.

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Preceptor and Student Expectations

Setting clear goals and expectations about the rotation
Creating a calendar to guide rotation expectations regarding hours, assignments, and/or meetings
Assess student learning gaps
Regular, consistent, and honest feedback

Preceptor

Contact the preceptor in advance
Completing all prerequisites
Abiding by policies and procedures of both School and practice site
Abiding by attendance guidelines
Taking responsibility for learning
Accepting constructive criticism

Student

We ask that all preceptors meet the following expectations to ensure our students are receiving well-rounded and informative experiences. To start, it is important to set clear goals with the student prior to the rotation or at the start of the rotation. By setting clear goals, you can discuss with the student what they should expect out of your rotation and if there is anything the student would like to see specifically. Creating a calendar is a good opportunity to guide expectations from both you and the student regarding hours, assignments, and meetings. It also helps guide the student during any downtime that may be experienced. Assessing student learning gaps will help you tailor your rotation for the student to provide the best educational opportunities. And regular, consistent and honest feedback is extremely important. The students are on rotations to fill in knowledge gaps, and sharpen their clinical skills. Providing honest feedback, consistently, will help develop the student professionally.

We hold our students to high expectations when they are out on rotations. You should expect them to contact you prior to their rotation, typically via email (unless your site has a different process of onboarding). They should have completed all prerequisites and should abide by both the site’s and school’s policies and procedures. They must abide by the attendance guidelines. And that they are responsible for learning and should be receptive of constructive criticism.

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Grading

Review rotation assignments prior to the student arriving

Student assignments can be found in CORE in the corresponding IPPE or APPE syllabus under “Document Library”
Assignments are scored on a 4-point Likert Scale
Rotations are pass/fail (students must score an average of 2.0 or above across rotation assignments to pass)
Providing honest and constructive feedback helps the student fine-tune their clinical and professional skills

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Preceptor Resources

Manual

Procedures for student absences, needlesticks, misconduct, assessing student assignments and evaluations

Experiential Manual, syllabi, student assignments and evaluations, availability, absence requests

OEE contact information, preceptor orientation, Gumberg library access

Free preceptor continuing education credits

Certificate programs

Experiential

duq.edu/preceptors

DU

Impact

CE

CORE

Certifications

We want to ensure our preceptors have the materials, guidelines, and protocols readily available so that they may focus on their students. Our experiential learning system, CORE, contains the Experiential manual, IPPE and APPE syllabi outlining assignments and grading rubrics, student assignments and evaluations that need to be graded, where you will enter and update your availability, and approve or deny student absence requests.

Our experiential manual, contains information pertaining to procedures and guidelines for student absences, needlesticks, misconduct, and assessment of student assignments and evaluations.

Our website, built exclusively for our preceptors, duq.edu/preceptors, contains the experiential office’s contact information, the slide deck and video recordings of this presentation, and the link to Gumberg library.

Duquesne provides free Preceptor development continuing education credits through CE impact. This can be accessed through CORE. If you do not have access through Duquesne, please reach out to a member of the experiential office for further assistance.

Also, Duquesne is an accredited CE provider. Feel free to explore the CEs or certifications Duquesne offers through the link at duq.edu/preceptors

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Preceptor Performance Criteria

Preceptor Evaluations

Experiential Education Manual found in the CORE homepage
Section V.B.1 and V.B.2
Assessed on a 4-point Likert scale
Student evaluations will be provided to the preceptor once yearly in aggregate
Preceptor of the Year

To provide feedback to the School:

Email the OEE directly
Anonymous surveys are released annually in the summer

Similar to our student evaluations, our preceptors are evaluated by each student on a 4-point Likert scale after the rotation is completed. Areas that preceptors are evaluated on can be found in the Experiential Manual, in sections 5-B-1 and 5-B-2. These evaluations are sent to preceptors once yearly in aggregate.

Through their rotations, students are encouraged to nominate preceptors they feel go above and beyond their expectations for the profession. Prior to the start of a new academic year, these nominations are reviewed by the OEE and preceptors are awarded “Preceptor of the Year” during the incoming class’s White Coat Ceremony.

If preceptors would like to provide feedback regarding Duquesne students, the University, and/or the Office of Experiential Education, they may do so by directly emailing the OEE or by completing the anonymous survey that is sent to all preceptors annually during the summer.

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CORE ELMS �Overview

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CORE �ELMS

CORE ELMS

Experiential learning management software utilized by various schools of pharmacy, including Duquesne University School of Pharmacy

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CORE �ELMS

Credentials and Home Screen

CORE website: rxpreceptor.com

Login credentials sent by no-reply@corehighered.com after electronic preceptor application form has been completed

Home screen:

Academic calendar
Experiential Manual
Navigation toolbar

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CORE Home Screen

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CORE �ELMS

Document Library

IPPE and APPE Syllabi

Student assignments and evaluations

Resources on incidents

Remediation plan, needlestick, etc.

Rotation calendar

Blank template

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Document Library

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Document Library

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CORE �ELMS

Absences

Student absence request process:

Student communicates with preceptor regarding absence and agrees upon a plan to make up hours
If the student will miss more than 1 day of rotation, the student is required to submit an absence request in CORE
Preceptor is notified via email that absence in CORE needs approval
Preceptor approves or denies absence
OEE is notified via CORE of student absence request once submitted

Students are allowed up to 3 days of excused absence to attend a professional organization meeting if requested in advance and proof of registration is submitted through CORE

Absences

If a student requires to be absent for one day during a rotation, the student should communicate with the preceptor and if agreeable, will make up the time missed as instructed. If a student misses more than one day of rotation, the student is required to communicate this with the preceptor and create a make-up plan by entering a formal request in CORE. Once the absence request is entered, the preceptor and the OEE will receive notification via email. The preceptor will go into CORE via the link in the notification email or by logging into OCRE and navigating to “Absences” in the Navy toolbar. From there, the request can be approved or denied.

Please note that students are allowed to miss up to 3 days in a rotation to attend a professional organization meeting. This absence must be requested in advance through the formal CORE absence request process and proof of registration must be submitted. Preceptors will still need to approve the request in CORE.

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Absences

If a student requires to be absent for one day during a rotation, the student should communicate with the preceptor and if agreed upon, will make up the time missed as instructed. If a student misses more than one day of rotation, the student is required to communicate this with the preceptor and create a make-up plane and enter a formal request in CORE. Once the absence request is entered, the preceptor and the OEE will receive notification via email. The preceptor will go into CORE via the link in the received email or by logging in a navigating to “Absences” in the Navy toolbar and will approve or deny the request.

Please note that students are allowed to miss up to 3 days to attend a professional organization meeting. This absence must be requested in advance through the formal CORE absence request process and proof of registration must be submitted. Preceptors will still need to approve in CORE.

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Absences

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CORE �ELMS

Student Assignments and Evaluations

Student Evaluations

Students will be graded on a midpoint and final evaluation

Assignments

Each assignment will be graded
Assignments are rotation specific

Preceptors will receive an email notification when an evaluation is due or when an assignment has been uploaded by the student

For further information regarding how to navigate to evaluations and assignments in CORE, please refer to the CORE ELMS Preceptor User Guide in the CORE Document Library

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Conclusion

05

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Be a mentor who doesn't just teach but empowers; not only imparts knowledge but ignites a passion for learning. In the tapestry of guidance, weave threads of encouragement, understanding, and unwavering support. A true mentor doesn't just shape minds; they nurture souls, fostering not only skills but resilience and character. Remember, the impact of your mentorship transcends the classroom; it resonates in the lifelong journey of those you inspire. So, light the way, share the wisdom, and cultivate a legacy that echoes in the hearts of those who follow your lead.

VENUS

Venus is the second planet from the Sun

SATURN

Saturn is the ringed planet and a gas giant

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THANK YOU!

We sincerely thank you for your �time and dedication to our students. ��

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CREDITS

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