Assessment of a Faculty and Preceptor Development Intervention to Foster Self-Awareness and Self-Confidence

• Published in: American journal of pharmaceutical education 2019-09, Vol.83 (7), p.6920-1546, Article 6920
• Main Authors: Shealy, Stephanie C., Worrall, Cathy L., Baker, Jennifer L., Grant, Amy D., Fabel, Patricia H., Walker, C. Matthew, Ziegler, Bryan, Maxwell, Whitney D.
• Format: Article
• Language: English
• Subjects: Academic Standards; Accreditation; Accreditation (Institutions); Analysis; Behavior; Birkman Method; Careers; Cognitive style; Colleges & universities; Communication; Confidence; Construct Validity; Curricula; Drug stores; Education; Educational Development; Faculty Development; Individual Needs; Interpersonal Relationship; Interviews; Learning; Medical education; Medical School Faculty; Medical schools; Nursing; Outcome Measures; Personality; Pharmaceutical Education; Pharmacists; Pharmacy; preceptor development; Productivity; Professional development; Professional relationships; Self awareness; Self evaluation; Students; Surveys; Teachers; Teaching; Training; Validity
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe6920

Objective. To conduct and evaluate the outcomes of a pharmacy faculty and preceptor development program to foster self-awareness and self-confidence. Methods. A faculty and preceptor development intervention was implemented in a multi-campus college of pharmacy to promote and assess for improvements in self-awareness and self-confidence. Faculty members and preceptors were surveyed regarding their self-perceptions and confidence at baseline and following an intervention in which they completed the Birkman Method self-assessment and participated in a training program with an active-learning component. A longitudinal follow-up survey was conducted to assess the long-term impacts of the intervention. Results. Faculty members and preceptors experienced significant improvements in self-awareness from baseline following the development intervention. They also experienced increases in self-confidence related to coaching. A survey evaluating the longitudinal impact of the intervention indicated a positive association between receiving a sufficient level of Birkman Method training and improved ability of both faculty members and preceptors to manage professional relationships. Similarly, a positive association was identified between the sufficiency of training and preceptors’ confidence in their ability to manage personal relationships and stress following the intervention. Conclusion. Faculty members and preceptors teach students to be more self-aware and confident, yet both groups often need to grow in these areas themselves. A faculty and preceptor development intervention using the Birkman Method self-assessment is one approach to facilitating growth in these educators’ self-awareness and self-confidence.