Clinical preceptor competencies for a better pharmacy education: a suggested framework for Lebanon

Abstract

Abstract Background Experiential education is a core element in developing the ability of pharmacy students to apply theory to practice, solve problems, and acquire standard pharmacist competencies. To achieve this goal, preceptors play a crucial role as teachers, mentors, and evaluators. The study objective was to identify and describe the core competencies and skills considered essential to the success of clinical preceptor pharmacists in the training of future care providers, in a steadily changing environment. Methods A task force was formed within the Scientific Committee of the Lebanese Order of Pharmacists to map, sort, select, and adapt international competencies to the current Lebanese context. Results Seven roles were identified: Role model/Practitioner/Mentor, Supervisor/Facilitator/Coach/Teacher, Manager, Collaborator/Communicator, Leader, Clinical expert, and Researcher. Related competencies were also defined. Conclusion all aforementioned competencies are expected to improve the acquisition of learning by pharmacy trainees in Lebanon. This framework can be used by pharmacy program directors and preceptors for developmental purposes through self- or peer-evaluation processes, identifying gaps, and helping to fill the needs for a better workforce in academic and experiential pharmacy education.