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Precepting with a passion: Positive behaviors that make a difference
Marian Gaviola, PharmD, BCCCPMeredith Howard, PharmD, BCPSUNT System College of Pharmacy
Pharmacist Learning Objectives
1. Discuss the various frameworks surrounding teaching effectiveness
and teacher passion
2. Identify positive attributes and behaviors that improve student
experiences during experiential learning
3. Incorporate preceptor passion into student learning experiences,
including within the assessment and feedback process
Technician Learning Objectives
1. List components of preceptor passion
2. Identify methods of displaying positivity and enthusiasm in
precepting
3. Incorporate ways to provide motivating feedback to learners
Think about…
• Preceptors that have made a difference in your career
• What did they do differently?• What did they avoid doing?• How would you describe their attitude?
ACPE Standards 2016
ACPE. Standards 2016. https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf.
Standard 20
PreceptorsCriteria, education, and development
•Recruitment
•Orientation
•Performance
•Evaluation
Aptitude and attributes
•Aptitude for teaching
•Attributes of preceptors
Attributes of Preceptors
ACPE. Guidance for Standards 2016. https://www.acpe-accredit.org/pdf/GuidanceforStandards2016FINAL.pdf.
Practices ethically and with
compassion
Accepts personal responsibility
Professional education,
experience, and competence
Evidence-based practice
Desires to educate others
Advocate Creative thinkingAptitude to
facilitate learning
Assesses student performance
Continuous professional development
Collaborative Committed
Being a Pharmacist and Preceptor
Pharmacist
Patient care
Administrative duties
Managing operations
Precepting and teaching
Think about…
• Preceptors that have made a difference in your career
• What did they do differently?• What did they avoid doing?• How would you describe their attitude?
• Attitudes and attributes that would make a difference in your student’s career
Teaching Behaviors
Young S. Am J Pharm Educ. 2014;78(3):Article 53.
Factors associated with preceptor excellence
Interested in teaching this rotation
Related to me as an individual
Encouraged active participation
Readily available to answer questions and concerns
Provides good direction and feedback
Served as role model
Rotation activities were well-organized and structured
Spent time discussing patient care and practice-related issues
Teaching Behaviors
Role modeling
Positive attitude
Very knowledgeable
Enthusiasm and passion for patient care
Works well with others
Advocates and has enthusiasm for profession
Teaching-coaching
Interested in student learning and success
Makes time for student
Clear in expectations
Solicits input from students
Facilitative behaviors
Flexible, organized and accommodating
Willing to provide a variety of experiences
Creates great working environment
Provided independence
O’Sullivan TA. Am J Pharm Educ. 2016;79(10):Article 151.
UNTHSC Preceptor Positivity
Positivity in Precepeting
Themes
Feedback provision and clear
expectations
Enthusiasm and passion for teaching
KnowledgeableAttitude: patient, non-judgmental, caring
Positive role model
Teaching with a Passion
“…the best teachers are people who are passionate about their subject AND passionate about sharing that subject with others.”
“Teaching without passion is merely information delivery.” - James Wangberg
Constructs
• Positivity, passion, enthusiasm, attitudes
• What is it?• Does it matter?• Should I do it?
Passion
• an intense desire or enthusiasm for something
• a strong inclination towards an activity (e.g. one’s job, teaching) that one likes
(or even loves) and finds important and in which one invests time and energy
Carbonneau N. J Educ Psych. 2008; 100(4):977-987.
Teacher Passion
Wangberg JK. Am Entomologist. 1996; 199-200.
• ContagiousEnthusiasm
• Shows that you really love this stuff
• There might be more to this than students think
Immersion in the subject
• Spirit of experimentation
• Risk vs reward
Creative and innovative approaches
• Good teachers continue to be students
• Brings what they learn to their teachingTeacher as learner
O’Sullivan TA. Am J Pharm Educ. 2016;79(10):Article 151.
Teacher Passion
• Motivator• Can be seen as behavior• Relates to internal emotions
Passion (Love) vs Teacher Passion (Learning)
Roeger E. 2012. University of Illinois at Urbana-Champaign. EdD dissertation.
Intimacy
Love
Passion
Learning intimacy
Love of self, career, learning
Passion as motivator
Hastings JK. Am J Pharm Educ. 2005;69(2):Article 38.MS Medina. Am J Health-Syst Pharm. 2011;68:230-231.
Teacher Passion and Motivation
• Mastery orientation = desire to develop competence
• Performance orientation = desire to demonstrate competence
• Academic alienation = no desire to develop nor demonstrate competence
• Internal vs external
• Value creates value
• Enthusiasm adds credibility
• Expectancy x Value = Motivation• Expectancy = expected success• Value = what you get out of it
Hastings JK. Am J Pharm Educ. 2005;69(2):Article 38.MS Medina. Am J Health-Syst Pharm. 2011;68:230-231.
Teacher Passion and Motivation
• Mastery orientation = desire to develop competence
• Performance orientation = desire to demonstrate competence
• Academic alienation = no desire to develop nor demonstrate competence
• Internal vs external
• Value creates value
• Enthusiasm adds credibility
• Expectancy x Value = Motivation• Expectancy = expected success• Value = what you get out of it
Teacher Passion and Motivation
• Behaviors• Immersion in subject
• Direct communication of expectancy and value
• Internal emotions• “I want to do a good job.”
• “I want my students to do a good job.”
Role modeling
Positive attitude
Very knowledgeable
Enthusiasm and passion for patient care
Works well with others
Advocates and has enthusiasm for profession
Teaching-coaching
Interested in student learning and success
Makes time for student
Clear in expectations
Solicits input from students
Facilitative behaviors
Flexible, organized and accommodating
Willing to provide a variety of experiences
Creates great working environment
Provided independence
Teacher Passion and Motivation
Teacher Passion and Love
• Love of self and what you’re doing• “Catch passion” – emotional contagion
• “If someone is ascribing emotion, then this must be important.”• Strong feelings strong memories
• Positive intentions > positive interaction
Roeger E. 2012. University of Illinois at Urbana-Champaign. EdD dissertation.
How do you show that you’re passionate about what you do?
What do you do when there’s a mismatch between you and the student?
Roeger E. 2012. University of Illinois at Urbana-Champaign. EdD dissertation.
Teacher Passion and Intimacy
• Intimacy: caring, quality of instruction, discipline expertise
• Creates trust credibility contagion• Students mimic how you portray yourself if trust is present• Expert in the field vs partners in learning
Role modeling
Positive attitude
Very knowledgeable
Enthusiasm and passion for patient care
Works well with others
Advocates and has enthusiasm for profession
Teaching-coaching
Interested in student learning and success
Makes time for student
Clear in expectations
Solicits input from students
Facilitative behaviors
Flexible, organized and accommodating
Willing to provide a variety of experiences
Creates great working environment
Provided independence
Teacher Passion and Intimacy
Roeger E. 2012. University of Illinois at Urbana-Champaign. EdD dissertation.
Effects of Teacher Passion
• To learner outcomes• Enthusiasm improves memory• Caring improves motivation• Intimacy improves autonomy
• To self• Passion improves motivation, may decrease burnout• Intimacy improves relatedness with students
Practical Questions to Consider• Start as you mean to go
• What thoughts and attitudes do you have about students? Precepting? Pharmacy? Your job?
• Set expectations• How motivated are you and how motivated do you expect your students to be?
• There’s never enough time• What is your priority at work? What is your priority for your students? How do you
make time for both?• How willing are you to make (potentially risky) changes to what you’re currently
doing?
Putting it into Practice
UNTHSC Preceptor Positivity
Positivity in Precepeting
Themes
Feedback provision and clear
expectations
Enthusiasm and passion for teaching
KnowledgeableAttitude: patient, non-judgmental, caring
Positive role model
Establishing a Positive Environment from Day 1
Orientation
Growth mindset
Expectations
Feedback
Case Study: Orientation Day
Your student is set to arrive at 9:30AM after you have looked at your patients and/or clinical duties for the day. When they arrive you will go over the rotation calendar, day-to-day activities, and your expectations. It is a busy day for patient care, but by 9AM you are on track for the morning.
At 9:10, you get a call from your clinical manager that your help is needed covering clinical consults as one of your colleagues is out, adding a significant amount to your workload. At 9:15 your student arrives in the pharmacy, early, to start rotation.
How do you greet them to start the day?
Maintaining Positivity During Busy Times
Reminder: it isn’t always what you say but how you say it
Tying Passion and Positivity into Expectations
• Reviewing clear expectations on day 1• Patient care related• Attitude related• Learning related• Positive spin?• Verbalize thresholds
• Demonstrating expectations for self -- and verbalizing them• Framing feedback to align with expectations
“High but achievable expectations”
Establishing a Growth Mindset as a Preceptor
• Growth mindset• Human brain is pliable and ready for continuous learning• 7th graders taught this improved math grades
• Praise telling kids they are smart encourages a fixed mindset vs. praising effort fosters growth mindset
• Personal learning philosophy as a pharmacist?• How do you share or exemplify these• How do you incorporate this into your feedback and expectations
Rattan, et al. J Exp Soc Psychol. 2012; 48(3):731-37.Blackwell, et al. Child Dev. 2007 Jan-Feb;78(1):246-63.
Feedback Methods to Encourage Positivity and Growth
• Self-assessment• “What motivates you?”
• Sandwiching• Incorporate student self-assessment first• Caution: losing the filling
• Feedback Fridays
Sharing your Enthusiasm
• Sharing background, stories, etc…• New frontiers – highlighting what’s new and exciting• Emphasize rare events and learning opportunities• Excitement for planned rotation activities• 1 thing learned
Partnership in Learning
Establishing your practice
Establishing self as the “expert”
Creating boundaries
• It’s okay to show vulnerability• It’s okay to be relatable
• Balance, balance, balance….
What not to do….
Audibly sigh Roll eyesRefer to
students as “student”
Complain in front of students
Gossip
What if it isn’t you?
Negative pharmacy staff?Negative providers?
Address situations as needed Align expectations Department support
Case Study: Pharmacy Staff
Your hospital has been taking an increasing number of pharmacy students and you have created a student area which is underneath storage shelves that technicians need to access only about once or twice per day. One day in the middle of rotation one of your students asks you if there is a better place for students to work as one of the technicians has been heard walking away from the storage areas audibly saying “Ugh, these students are always in the way now.”
How do you respond to the student? Do you do anything else?
Encouraging a Culture of Positivity and Learning
What if it’s your student?
Student negative or not receptive to learning environment?
• Pharmacy is a profession with learnable and adaptable skills across practice settings• Students will always need to figure out why a med is on a patients
profile, etc., regardless of it’s an IV drip or a HTN maintenance medication
• Not teaching content but skills• Build scaffolding of expectations for future practice
Limitations of Positive Precepting
• Do you fake it until you make it? • Authenticity?
Be the best version of yourself!
Changing Culture
• Start today• Did you have any changes in perspective, beliefs, or perceptions?
• Did you identify anything you were doing that was reinforced?
• Did you identify any opportunities for improvement?
• What are your next steps to advance you preceptorship?
• With each student• Orientation and expectations
• First impressions
• Realistic “protection”
Changing Students’ Future Perspectives
• Invest in helping shape student attitudes, beliefs, and perspectives
• Consistently display the behaviors you expect students to mimic
• Incorporate your own teaching and learning style
Post-Test 1
True or false: One construct for teacher passion, as defined by
Wangberg, includes enthusiasm, immersion in the subject, innovation,
and teacher as learner.
A. True
B. False
Post-Test 2
Teacher passion can improve student motivation by:
A. Creating value for the student that is associated to the task at hand
B. Increasing trust and credibility between the preceptor and student
C. Helping set expectancy for success among students
D. All of the above
Post-Test 3
Which of the following feedback would encourage a growth mindset for
continued learning?
A. “You’re doing a great job on the rotation, keep up the good work.”
B. “You’re one of the brightest students I’ve precepted.”
C. “I can tell you are working very hard, continue to do XYZ.”
D. All of the above encourage growth
Post-Test 4
Which of the following is NOT a method of incorporating positive
expectations into a student’s learning experience?
A. Describing the attitude that is expected
B. Listing out paths to rotation failure
C. Using enthusiasm as a motivator
D. Framing with positivity