In addition, residents are required to learn these roles, necessitating modeling and teaching of the roles by preceptors. The relevant excerpts from the residency competency areas, goals, and objectives are:

Outcome R4: Teaching, Education and Dissemination of Knowledge

Goal R4.1: Provide effective medication and practice-related education, training, or counseling to patients, caregivers, health care professionals, and the public.

and

Goal R4.2: Effectively employ appropriate preceptor roles when engaged in teaching students, pharmacy technicians, or fellow health care professionals. The objectives to be met under this goal are: R4.2.1: When engaged in teaching, select a preceptor role that meets learners' educational needs and R4.2.2: Effectively employ preceptor roles, as appropriate.

 

The four roles are sequential in nature, meaning that to teach a skill that is new to the resident, you start with the first role, direct instruction, then progress to the second role, modeling, followed by the third, coaching and culminating in the last role, facilitating. However, each resident is different so that you may be able to start in a different role. For example, if the resident already has the background, foundational information for a specific learning experience, you may be able to skip direct instruction and start with modeling. On the other hand, if a resident has numerous problems during coaching, you may want to revert back to modeling and then progress back up to coaching.

 

This program will prepare you for effective use of the four preceptor roles.

 

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