Assessment of full-time faculty preceptors by colleges and schools of pharmacy in the United States and Puerto Rico

Abstract

Objective. To identify the manner in which colleges and schools of pharmacy in the United States and Puerto Rico assess full-time faculty preceptors. Methods. Directors of pharmacy practice (or equivalent title) were invited to complete an online, selfadministered questionnaire. Results. Seventy of the 75 respondents (93.3%) confirmed that their college or school assessed fulltime pharmacy faculty members based on activities related to precepting students at a practice site. The most commonly reported assessment components were summative student evaluations (98.5%), type of professional service provided (92.3%), scholarly accomplishments (86.2%), and community service (72.3%). Approximately 42% of respondents indicated that a letter of evaluation provided by a sitebased supervisor was included in their assessment process. Some colleges and schools also conducted onsite assessment of faculty members. Conclusions. Most colleges and schools of pharmacy assess full-time faculty-member preceptors via summative student assessments, although other strategies are used. Given the important role of preceptors in ensuring students are prepared for pharmacy practice, colleges and schools of pharmacy should review their assessment strategies for full-time faculty preceptors, keeping in mind the methodologies used by other institutions.