Developing Teaching Skills during the Pharmacy Practice Residency Program: RESULTS
Survey of Recent Graduates of the BC Residency Program
The response rate for the survey of recent graduates of the British Columbia Residency Program was 67% (37/55). The demographic characteristics of the respondents and their areas of practice at the time of the survey are presented in Table 1.
Twenty-three (62%) of the 37 respondents stated that they had a role as a preceptor for undergraduatestudents at the time of the survey. In describing this role, 11 (48%) of these 23 respondents indicated that they had begun precepting students immediately after completing their residency, and the other 12 (52%) had done so within 2 years of graduation from the program.
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Table 1. Demographic Characteristics of 37 Respondents to a Survey of Residents who Graduated from British Columbia Residency Programs in 2002 to 2004
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Only 13 (56%) of the 23 respondents with a role as a preceptor had received any training after program graduation on how to teach and precept students. Ten (77%) of these 13 respondents had received training in the form of a course offered at their institutions or a preceptor workshop organized by the BC residency programs, 5 (38%) had learned from observing or from discussing precepting skills with colleagues, and 3 (23%) had been given a manual. Three respondents had undergone more than one of these forms of training. Only 4 (31%) of the 13 respondents strongly or somewhat agreed that the training received had helped them in their role as preceptors. Ten (77%) of the 13 respondents suggested that learning teaching and precepting skills during the residency program would have been valuable.
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To determine recent graduates’ perception of the relative importance of skills in patient care, administration, research, drug distribution, and teaching acquired during their residency (in terms of which skills the program should focus on, rather than relative importance in the respondent’s current area of practice), respondents were asked to rank these on a scale from 1 (most important) to 5 (least important). Patient care skills were ranked as most important by 35 (95%) of the 37 respondents. Teaching skills were ranked as having a level of importance of 2 by 22 respondents (59%), 3 by 8 respondents (22%), and 4 by 7 respondents (19%).
Table 2. Demographic Characteristics of 19 Respondents to a Survey of Residents in British Columbia Residency Programs in 2004
Characteristic No. (%) of Respondents
Year of graduation from faculty of pharmacy
2004 14 (74)
2003 1 (5)
Before 2003 4 (21) Prior experience teaching pharmacy student peers*
Yes 11 (58)
No 8 (42)
Survey of Current BC Residents
The response rate for the survey of residents enrolled in the BC residency programs in 2004 was 100% (19/19). The demographic characteristics of the respondents are presented in Table 2.
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When asked to describe their “ideal job”, 18 (95%) of the 19 respondents identified a job where they would have a role as preceptors. Sixteen respondents (84%) had the expectation that their teaching skills would improve during the residency program.
