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Great book about educating kids today.

For anyone who is a current preceptor or plan to become a preceptor one day, this is a great reference for tips and strategies to become a successful preceptor.

A good overview that outlines the differences between formal and informal mentoring, and certain barriers to formal mentoring

A lengthy, yet thorough primer on mentoring including formal and informal mentoring and how to help set up successful mentoring programs.

This article review by Adam Wisman reviews essential components of preparing and conducting a successful demonstration.

This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.

Provides an overview of the flipped classroom model, including research supporting its use, important concepts for successful implementation, and links to more information. A variety of other topics are also featured on the website, including collaborative teaching, team-based learning, problem-based learning, etc.

This article is different from the others in that it is a more a story of how a professor has learned about case teaching and incorporated case teaching into his practice with great success.

This is a good review of the ADDIE model. What I found helpful are the videos describing each of the phases in detail. The videos are simple and easy to understand. When you are designing your instructional design project, this may be a helpful review of the ADDIE model.

This is a WONDERFUL packet on how to be a successful facilitator when conducting a problem-based learning group. It explains the proper ways to plan, implement and evaluate during group sessions.

In this study, the authors explored the roles of a mentor, characteristics of a good mentor-mentee relationship, and barriers to mentorship by interviewing medical students and medical professors at two institutions in Canada. The surveyors asked mostly open-ended questions during the interview, which helped the authors explore views that were not mentioned in previously published literature. Both the mentors and mentees recognized that having a mentor is key to the mentee's future success. This article was different from others in that it examined the mentor-mentee relationship from both sides.

While this article does not relate directly to being a preceptor, it describes the success of a model of experiential learning within pharmacy- layered learner model. This model mirrors the medical team model with a pharmacy "attending" down to pharmacy students. It provides a way to get students more involved in direct patient care during your rotation. In the study, a community hospital was able to accept more students with this model and assign a small group of patients to each. Students were able to serve as pharmacist extenders by obtaining medication histories and providing patient education. This model allowed an expansion of comprehensive pharmacy services to numerous patients that would not have been otherwise reached. There was an improvement in HCAHPS scores within the "communication of medication" domain, an increase in patient interventions, and allowed for an expansion of the discharge prescription program. By utilizing the concepts of more direct patient care, preceptors are able to provide valuable opportunities to students and improve patient care.

This document written by ACPE provides guidelines for the development and oversight of pharmacy education programs. The most recent revision of standards occurred in 2007, and are set to be reviewed in the 2013-2014 academic year. There are six categories of standards which provide the institution, student, faculty member, and staff guidelines for successful administration of a Doctor of Pharmacy program. The standard of mission, planning, and evaluation ensures that a school has mission and goals relevant to the vision of pharmacy practice to serve the needs of society. The standard of organization and administration includes recommendations for the internal and external functions of the school to be harmonious with their mission and goals. The standards for curriculum ensure that a thorough foundation of coursework is provided for a student to "contribute to the profession of pharmacy thoughout their career". The standards for students ensures that the school has adequate resources to support their education, where as standards for faculty and staff ensure the school has fair and equitable resources to attract and retain faculty. The standards for facilities and resources ensures an appropriate environment for a high quality education is offered.

ACPE Guidelines Draft 2016

Open access to chapter 2 of a great book called Learning and Leading with Habits of Mind. Describes all 16 essential characteristics for success.

Hosted by the Association for Supervision and Curriculum Development (ASCD), this article is an expert of the book "Learning and Leading with Habits of Mind". This chapter provides an overview and description of the 16 different "habits of mind". This link provides much more detail and description in comparison to the other "habits of mind" resource.