Entry-to-Practice PharmD Program

A GUIDEBOOK FOR
EXPERIENTIAL EDUCATION
FACILITATORS

Effective September 2020

Table of Contents

Acknowledgement ........................................................................................................................................ 2
Introduction .................................................................................................................................................. 3
Definition of Terms ....................................................................................................................................... 4
SECTION 1 – COURSE DESCRIPTIONS ............................................................................................................ 5
SECTION 2 – ROLE AND RESPONSIBILITIES ................................................................................................... 7
2.1 Preparing the Learning Environment ......................................................................................... 9
2.2 Facilitating Transition............................................................................................................... 11
2.3 Optimizing Learning Opportunities.......................................................................................... 13
2.4 Providing Practice Educator Support and Development ......................................................... 15
2.5 Collaboration with the Faculty................................................................................................. 18
SECTION 3 – OTHER GENERAL TIPS ............................................................................................................. 20
SECTION 4 – PROPOSED GENERAL TIMELINE ............................................................................................. 22
SECTION 5 – AVAILABLE RESOURCES .......................................................................................................... 23
SECTION 6 – SITE SPECIFIC RESOURCES ...................................................................................................... 24
SECTION 7 –OFFICE OF EXPERIENTIAL EDUCATION CONTACT INFORMATION .......................................... 25
SECTION 8 - REFERENCES ............................................................................................................................ 28

Experiential Education Facilitators Guidebook 1

Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
Acknowledgement

UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the
Musqueam people. The land it is situated on has always been a place of learning for the Musqueam
people, who for millennia have passed on in their culture, history, and traditions from one generation to
the next on this site.

This guidebook is a collaborative effort by the Office of Experiential Education, Faculty of Pharmaceutical
Sciences, University of British Columbia:

Kayla Fang, BSc (Pharm), ACPR, Lecturer & Coordinator

Asal Taheri, BSc (Pharm), ACPR, Pharm D, Lecturer & Coordinator
Janice Yeung, BSc (Pharm), ACPR, Pharm D, Lecturer & Director

We would also like to recognize Michael Legal, Marianna Leung, Peter Loewen and Julian Lee for their
past contributions to our program.

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Introduction

Experiential education is an integral component of student learning. In the UBC Entry-to-Practice

PharmD Program, students are immersed within the pharmacy practice setting in the early years of their
program with the introductory pharmacy practice experience (IPPE) practicums and continue to the
advanced pharmacy practice experience (APPE) practicums in their fourth and final year. These
practicums are progressive and structured to provide students with practice experience in a variety of
care sectors, involving patients with an array of healthcare service needs. These learning experiences
are fundamental for students to develop and refine their ability to apply the necessary knowledge, skills
and professional attributes to provide evidence-based patient-centered care within the real-world
practice environment. By the completion of their program, we strive for our students to have the
competence and confidence to serve as valued and collaborative members of the health care team.

The Advancing Experiential Learning Institutional Pharmacy Practice (AGILE) project conducted by the
UBC Faculty of Pharmaceutical Sciences in 2012-13 was a province-wide stakeholder engagement
initiative that involved practice educators (PEs), students and health authority coordinators from all
health authority pharmacy departments across the province. To allow increased teaching capacity and
to maintain high quality experiences for all participants, stakeholders identified the need for enhanced
and expanded on-the-ground support for students and PEs. The concept of a pharmacist support
person, the Experiential Education Facilitator (EEF), was confirmed through these discussions.

The first pilot EEF position was created in April 2015. Since then, EEF positions have been successfully
implemented within regional health authorities across British Columbia and serve as a valued and
important network within the Faculty’s experiential education program. The goals of the EEF role are to:
1) Provide on-the-ground support for students.
2) Provide on-the-ground support for PEs and the site.
3) Serve as a liaison between the Faculty and health-authority practice sites.
This guidebook was developed to orient EEFs to their role and serve as an ongoing resource.

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Definition of Terms

Office of Experiential Education (OEE)

The OEE is responsible for the academic and administrative leadership of the experiential education
programs within the Entry-to-Practice PharmD Program, Flexible PharmD Program and the Canadian
Pharmacy Practice Program (CP3) for our international pharmacy graduates. Our mission is to create
meaningful experiential learning opportunities for students to gain the knowledge, skills and
professional attributes needed to become exemplary pharmacists and leaders. Working closely with our
experiential education sites and partners, we aim to provide students with valuable hands-on
experience within a variety of pharmacy practice settings under the supervision and guidance of our
qualified PEs.

Entry-to-Practice Students (E2P Students)

This refers to students from the Faculty of Pharmaceutical Sciences Entry-to-Practice PharmD Program.
They are also sometimes referred to as OEE students.

Experiential Education Facilitators (EEFs)

EEFs are health-authority employed clinical pharmacists whose role is jointly funded by the Faculty and
intended to provide on-the-ground support for students and PEs. The EEF serves as a liaison between
the Faculty and health authority practicum sites.

Practice Educators (PEs)

Licensed, practicing pharmacists who dedicate their time to provide individualized instruction, guidance,
supervision and assessment of students on practicum. The term practice educator is used
synonymously with preceptor.

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SECTION 1 – COURSE DESCRIPTIONS

Within the E2P PharmD Program, three practicum courses take place within a health authority setting:

Course # Course Name Course Description

PHRM 272 Introductory Pharmacy • Occurs at the end of second year in the months of May,
Practice Experience June, and July
(IPPE) – Inpatient • 80 hrs (2 weeks)
• Introductory direct patient care practicum in the
inpatient pharmacy setting that is a combination of
observation and select direct patient care activities, with
an emphasis on knowledge, comprehension, and
application of skill at an advanced beginner performance
level in low-moderate patient complexity settings

PHRM 472 Advanced Pharmacy • Occurs in the months of August to April of fourth year
Practice Experience • 320 hrs (8 weeks)
(APPE) – Inpatient • Direct patient care practicum in the inpatient pharmacy
setting, with an emphasis on integration (analyze,
synthesize and evaluate) of knowledge, comprehension,
and application of skills at a competent performance
level in moderate patient complexity settings

PHRM 473 Selected Advanced • Occurs in the months of August to April of fourth year
Pharmacy Practice • Two 160 hr (4 weeks) practicums or one 320 hr (8 weeks)
Experience (APPE) practicum
• Practicums will occur in direct patient care and/or non-
direct patient care practice settings
o Direct patient care (DPC) practicums in inpatient and
outpatient pharmacy settings emphasize integration
(analyze, synthesize and evaluate) of knowledge,
comprehension, and application of skills at a
competent performance level in moderate patient
complexity settings.
o Non-direct patient care (NDPC) practicums build on
the knowledge, skills and behaviours learned in the
previous pharmacy practice experiences with general
overarching objectives involving an emphasis on the
Communicator, Collaborator, Leader-Manager,
Scholar, and Professional AFPC role domains within

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 the framework of the program’s Cognitive Model.
Because of the diversity of learning opportunities
available, specific practicum objectives and outcomes
will vary from practicum to practicum and will focus
on developing different AFPC role domains.

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SECTION 2 – ROLE AND RESPONSIBILITIES

The role of the EEF is to facilitate an impactful and effective learning experience for pharmacy students
and support PEs within the EEF’s site or region. EEFs have a remarkable opportunity to help students
integrate the application of theory to practice and inspire them to become lifelong, self-directed, critical
thinkers.

The EEF will work closely with the OEE course coordinator to design and execute a support strategy for
pharmacy students and PEs involved in health authority-based practicums in British Columbia.
Often, the role of a facilitator in learning is believed to be focused on ensuring that processes of learning
occur more easily or smoothly. However, the process of facilitation in learning is more accurately
defined as a “goal-oriented dynamic process, in which participants work together in an atmosphere of
mutual respect, in order to learn through critical reflection.”1,2

Facilitators in clinical education strengthen capacity-building in others and place an essential trust in the
capacity of others to think and learn for themselves3,4. In order for effective facilitation to occur, the
motivation of the student, the empathy, genuine concern, and care of the facilitator are required to
promote a synergistic positive learning experience3 and needs to be tailored to the specific environment
in which the student and PE are engaged1.

Responsibilities to the Practice Site

The EEF serves as the liaison between the student, the PE, and the Faculty of Pharmaceutical Sciences
and coordinates and facilitates E2P PharmD course practicums at their site. This includes:
1) Assigning PEs to scheduled practicums in collaboration with a site coordinator.
2) Ensuring effective support to enable student progress and successful practicum completion.
3) Helping to identify and support new clinical areas at the site for teaching and learning.
4) Coordinatingand facilitating student orientation to the site and staff during the first week of the
practicum.
5) Organizing and facilitating on-site practicum activities and connecting students with
interprofessional learning opportunities.
6) Ensuring students have the opportunity to complete required course activities, assignments and
other mutually beneficial activities.
7) Facilitating development of precepting skills by ensuring PEs are aware of and utilize the
supports and resources available from the Faculty.
8) Promoting and supporting initiatives such as the paired or tiered precepting models and
identifing innovative learning activities that will benefit students and the sites.
9) Providing logistical support for PEs as needed, proactively identifying and troubleshooting
student issues to divert associated workload away from the primary PE.
10) Coordinating didactic teaching/discussions (e.g. therapeutic topics, clinical skills development,
etc.) for multiple students at a time.

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Responsibilities to the Faculty
1) The EEF will actively communicate with the Faculty on a regular basis by attending monthly EEF
videoconferences meetings and via telephone or email on an ad-hoc basis for student issues or
other questions.
2) The EEF will maintain a familiarity with the goals and objectives of the OEE, understand and
abide by practicum course policies and procedures, and be aware of emerging experiential
education initiatives.
3) The EEF will maintain a familiarity with the available University resources to support students.
4) The EEF will work with the Faculty and health authority to capture teaching and student-related
metrics at the site.
5) The EEF will describe their teaching metrics, initiatives and reflections of the past year in a brief
summary report that is submitted to the Faculty at the end of each academic year (April). A
template for this report will be provided by the Faculty.

The implementation of these roles and responsibilities may vary slightly between practice sites and/or
health authorities depending on needs of each site/region. Although each EEF may need to align his/her
duties to complement the needs of an individual site or region, there are core components of this
position that need to be fulfilled in order to achieve the main goals.

These roles and responsibilities can be grouped into five categorizes and are further elaborated on in
the subsequent section of this handbook:
1) Preparing the Learning Environment
2) Facilitating Transition
3) Optimizing Learning Opportunities
4) Providing Practice Educator Development and Support
5) Collaboration with Faculty

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2.1 Preparing the Learning Environment

Preparing the learning environment for students is imperative to the success of the practicum and
creating a positive experience for all stakeholders involved. The EEF is essential in supporting the
practice site in their preparation for the students’ arrival. In doing so, the EEF can be expected to:

1) Maintain familiarity with course expectations, activities and assessment processes.

The EEF should have an understanding of the course expectations, activities and assessment
processes of the PHRM 272, 472 and 473 practicum courses in order to best support students
and PEs.

2) Orient PEs to course expectations, activities and assessment processes.

Formal onboarding and training requirements are required to be completed by all PEs. In
preparation for their student(s) arriving on practicum, PEs are expected to have reviewed the
E2P PharmD Practicum Policies, Procedures and Guidelines, the relevent Practicums Handbook
for Students and Practice Educators, and the Assessment of Student Learning – A Guidebook
for Practice Educators, as well as have completed the six OEE Practice Educator Development
Modules available through the OEE Practice Educator Resource Centre website. The EEF should
notify the OEE of all new PEs to ensure onboarding and training processes have been initiated
and communicated to these individuals by the Faculty.

The EEF can further support the above process by reviewing practicum course expectations,
activities and assessment processes with both new and experienced PEs prior to the start of
each academic session. The EEF may also assist PEs in their practicum planning to ensure
appropriate and ample learning opportunities and ongoing feedback are provided to the student
throughout the course of the practicum.

3) Review the EEF role and responsibilities with both PEs and students to clarify expectations.
With an extra person in the precepting relationship other than the student and PE, it may be
confusing as to who is responsible for the direct patient care activities and/or the student’s
learning objectives. The EEF’s role is not to take over the precepting role or duplicate the work
of the PE but to ease the student’s transition to clinical practice and maximize learning
opportunities for the students at the site. At times, the EEF may be required to intervene in
order to support student learning. However, it is a fine balance between not intervening
enough and taking over the learning situation. The EEF should be clear with the PEs and the
students regarding their roles and responsibilities.

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4) Match and schedule PEs with students assigned to the practice site.
The EEF may be asked by the site coordinator to collaborate on optimal scheduling of students
with PEs and practice areas. Some considerations may include experience of the incoming
student (based on their resume), PE teaching experience, as well as balancing total practice
education duties amongst all available PEs.

If multiple PEs are scheduled to precept a student, EEFs may faciliatate communication and
collaboration between the PEs to ensure continuity of performance expectations in the
assessment of the student and minimize challenges that may be associated with the transition
between PEs.

5) Prepare tentative student schedules, identifying key activities and expected timelines.
Preparing practicum schedules in advance can help ensure PEs and students stay on track with
completion of practicum activities, and help students best manage their time on practicum.
Sample schedules are available in the Inpatient Practicums Handbook for Students and Practice
Educators.

6) Educate and advise relevant health care team members of the students’ arrival on site.
Depending on the practice site, varying staff members may have limited interactions with
students. This can include pharmacy staff who work in the dispensary, new pharmacists, or non-
pharmacist health care practitioners on a patient care ward. Engaging with staff members who
the student may encounter to introduce the roles of student pharmacists and their expected
activities according to year level can help create an enhanced supportive learning environment
and promote interprofessional growth.

7) Brainstorm and collaborate with PEs to identify relevant topics for student presentations,
discussions, etc.
PEs may require assistance in identifying topics to support student learning. For presentations,
the EEF may assist the PE in identifying appropriate biomedical articles for a journal club
presentation, assessing whether a patient situation would lend itself to an effective patient case
presentation, or identifying topics suitable for a nursing in-service. The EEF may also assist the
PE in identifying topics for drug therapy discussion with the student.

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2.2 Facilitating Transition

Students may feel challenged when entering a new and unfamiliar pharmacy practice environment. This
holds true not only for introductory pharmacy practice experiences (i.e. PHRM 272) but also for
students entering their advanced pharmacy practice experiences in the final year of their program (i.e.
PHRM 472/473). The EEF plays an essential role in aiding a smooth transition for students, PEs and the
site prior to and throughout the course of the practicum.

Below are ways in which an EEF may help students transition to the practice site:
1) E*Value Setup
Ensuring students are set up with the appropriate PE(s) in E*Value to prevent communications
issues during the assessment process. Prior to the start of each practicum block, EEFs are
expected to provide the OEE with a list of the PE(s) responsible for precepting and formally
assessing each student.

If the assigned PE should change from the initial schedule, EEFs are expected to inform the OEE
immediately to ensure the appropriate PE is set up to grade coursework and complete formal
assessments on E*Value.

2) Pre-Practicum Communiation with Students

Connecting with students prior to the practicum start can help students prepare ahead of time.

Students are instructed by the OEE to contact their practice sites one month in advance of their
practicums, unless otherwise requested by the site.

If there are site-specific preparations requiring additional information from the student, the EEF
is to notify the OEE and/or the student of these. For example, the EEF may consider connecting
with the student to communicate information such as:

• How the EEF will be involved in their practicum

• When and where to meet on the first day of practicum
• Which practice areas and PEs the student will be assigned to
• Any required preparations such as pre-readings

3) Orient Students
A structured, well planned orientation program reduces confusion and anxiety and helps
assimilate students into a new clinical practice environment.

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 EEFs are to develop an orientation plan in advance of practicums. This may mean that the EEF is
required to familiarize themself with the clinical area and patient population that the students
are assigned to.

When there are multiple students scheduled at a site,the EEF should consider grouping student
orientations to review general information such as:

• Overview of the hospital and pharmacy department

• Use of pharmacy computer software and information systems
• Navigation of patient medical records
• Relevant clinical tools/resources

The EEF should prepare opportunities at the beginning of the practicums to orient students to
the patient work-up and presentation process. Students value the opportunity to work up a
patient and review a patient report with the EEF prior to beginning with their PE. As experiential
practice environments differ from the classroom setting, students appreciate the chance to
review the process at the practice site, including:

• Gathering relevant patient information from multiple sources

• Interpreting and synthesizing information
• Identifying, prioritizing and addressing drug therapy problems
• Identifying therapeutic alternatives and choosing therapeutic recommendations
• Presenting a patient report to the PE

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2.3 Optimizing Learning Opportunities

Students appreciate having a consistent person who is dedicated to their learning by ensuring a suitable
learning environment, addressing their questions and concerns, and overseeing their learning progress.
Below are some ways in which EEFs can optimize learning opportunities:

1) Coordinate/organize practicum activities

Each practicum has a unique set of activities that students are required to complete, and
students may have specific learning objectives drawn from their learning contracts. The EEF can
have an important role in ensuring appropriate opportunities are available for an enriching the
learning experience.

Actions the EEF can take include:

• Communicating with the PE and student to track completed activities and identify patient
care and non-patient care activities suitable for student participation.
• Communicating with the PE and student to ensure practicum activities, coursework
submissions, and assessments are completed on time.
• Assisting with scheduling and logistics (e.g. room bookings, announcements, etc.) of student
presentations.
• Sharing practicum activity examples completed by previous students at practice site (e.g.
case presentation slides, journal club handouts, DIRs, documentation, etc.) with PEs and
students to use as reference materials.

2) Coordinate didactic teaching sessions

Students value group teaching and discussion sessions, whether formal or informal, theoretical
or practical. Teaching and discussion sessions outside of regular patient care activities can be an
opportunity to prepare students prior to their upcoming patient care activities. Didactic
teaching sessions can be conducted in a variety of ways to meet the needs of the practice site
and/or region. They may be conducted by the EEF alone or in collaboration with the PE or
another pharmacist. If appropriate, the EEF should consider having students lead these
discussions while serving as a moderator.

Examples of teaching sessions include:

• Therapeutic topic discussions.

• Review of pharmacy practice skills (e.g. pharmacokinetics/therapeutic drug level
monitoring, drug literature search, antimicrobial stewardship principles, approach to
physical assessment, etc.).
• Informal, student-led patient presentations directed to other pharmacy students at the
practicum site.

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3) Identify and support struggling students
Students may be challenged with patient care activities and/or experience performance issues.
This can be a normal part of the learning process and with support from the PE and EEF, the
student should develop the skills and confidence to overcome these challenges. However, if the
student continues to struggle or does not exhibit expected improvement despite ongoing
feedback and support, further investigation or intervention may be required. The EEF can
independently and objectively help to identify and validate the student’s areas of strength and
opportunities for improvement. Early identification and communication of areas of
improvement to the student within the first quarter of the practicum is imperative to provide
the student with sufficient time to improve before the end of the practicum.

To identify and support struggling students, the EEF should:

• Schedule routine check-ins with the student and PE separately to assess student progress,
especially early in the practicum.
• Assess the overall trajectory and consistency of student development and whether the
student is incorporating provided constructive feedback.
• Notify and involve the OEE when a student is observed to be struggling. If in doubt, contact
the OEE course coordinator for collaboration.
• Ensure documentation of observed student performance issues is completed by the PE in
order to identify how to best support the student.
• Meet with the student, with or without the PE depending on the situation, to evaluate the
areas of challenge and identify strategies to address the issues.
• If issues outside of the practicum are identified as affecting student performance, contact
the OEE course coordinator in order to determine the best resources to support the student.
• Establish clear expectations with the student, ensure they are aware of their current
performance level and of areas requiring focus to be successful in the practicum.
• Ensure a mutually agreed upon plan to address issues is developed and followed by the
student and PE.

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2.4 Providing Practice Educator Support and Development

EEFs have an essential role in PE support and development at their sites. EEFs are encouraged to utilize
their own resources, OEE resources and/or resources developed by other EEFs to promote PE
development and growth at their site.

Below are some ways in which the EEF can support practice educators:
1) Engage with and prepare new Practice Educators

New PEs with limited preepting experience may benefit from more guidance from an EEF. The
new PE may require assistance and direction when preparing for the practicum as well as
coaching throughout the practicum. Some new PEs may be more open to this than others, and
the EEF should be proactive in preparing new PEs ahead of practicums. The EEF should gauge
the need for further engagement based on the needs of the both the student and PE.

2) Observe student patient presentations to the Practice Educator

Being an observer in a student patient presentation to the PE can provide insight on a student’s
development as well as how they interact with the PE. The EEF should be clear to the PE and
student that the EEF’s role is to observe and support, and that the PE is the one most familiar
with the patient receiving care. The involvement of the EEF should be complementary to the
teaching provided by the PE.

3) Provide feedback to Practice Educator

Constructive feedback to the PE based on observations of student interactions can be effective
in supporting the PE’s development of their teaching skills and practices. The EEF should be
clear that their role is not to assess or evaluate the PE, but to provide input as a peer to best
support student learning at the practicum site.

Feedback to the PE should be conducted privately and away from any students. Consideration
should be given to the approach to providing feedback to PEs, given that the EEF and the PEs are
colleagues. An example framework that may be helpful is as follows:
• Framing: Ask for permission to give feedback. You may say, “I’ve been thinking about your
student and how they have been reacting to the way you ask questions. Do you have any
time later today or tomorrow to talk about it privately?”
• Advocating: Share your feelings. Be upfront and respectful. You may say, “First, I want to
thank you for the work you’ve done with the student and providing them feedback for
improvement. If I’m being honest, I feel the tone and manner of your questions is making it
uncomfortable for the student as well as those who may be observing.”
• Illustrating: Support your observations with concrete examples. Stick with the facts. You
may say, “Sometimes, it appears the student is overwhelmed from the tone and pace of

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 your questions. The student appears to be doing their best to answer you, but they appear
frustrated and embarrassed with some of your tougher follow-up questions. It’s also
noticeable by some of the other healthcare professionals on the ward, as I’ve observed
some of them shifting in their seats or glancing away when you ask your follow-up
questions.”
• Inquiring: This is your opportunity to ask the PE some open-ended questions to provide
their perspective. You may say, “Thanks for hearing me out so we can ensure everyone is
having a positive experience. Do you have any thoughts or comments?”

4) Logistics support
When multiple students are concurrently at a site or region, it can be helpful to have the EEF
assist with student logistics in collaboration with the site coordinator(s). This can include
student onboarding, orientation and scheduling of individual or group activities. Examples
include:
• Ensuring students are set up for security keys and appropriate levels of computer system
access
• Arranging for student access to workspace, computer terminals and secure storage areas for
personal items
• Scheduling group student orientation activities
• Scheduling student meetings/presentations
• Booking space and/or equipment for student meetings/presentations

5) Facilitate transition between multiple Practice Educators

When multiple PEs are assigned to a student, either concurrently or in sequence, effective
communication between these PEa is critical, especially if the PEs have varying teaching styles
and expectations.
Below are a few ways in which the EEF can help to facilitate transition between multiple PEs:
• Collaborate with the primary PE(s) to devise a learning schedule in advance of the practicum
and revise as needed based on the student’s needs and input from other PE(s).
• Be cognizant of the different teaching styles, comfort levels and personalities of the multiple
PEs involved, and work collaboratively to ensure expectations are aligned.
• Frequently communicate with PEs during the switchover to review student progress, and
revise the learning plan as needed in order to help minimize any confusion and conflicts.
• Consider utilizing document templates available from the EEF and OEE to communicate
completed and planned practicum activities, and student strengths and weaknesses to
subsequent PEs.

For further information, see the Co-precepting in Pharmacy Experiential Education: A

Guidebook for Preceptors, available on the OEE Practice Educator Resource Centre website.

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6) Inform about UBC resources
Multiple resources created by the Faculty are available to support PEs and students. The below
may change as resources are updated and/or added. EEFs are encouraged to keep PEs informed
of the following:
• OEE Practice Educator Resource Centre: An online platform housing a number of resources
for PEs. Further detailed outlined in Section 5 - “Available Resources”.
• OEE Practice Educator Training Modules: Found within the OEE Practice Educator Resource
Centre linked above. Further detailed outlined in Section 5 - “Available Resources”.
• OEE Student Toolbox for Practicums: A searchable, centralized, mobile-friendly online site
developed for students to access practice resources and clinical guidelines during patient
care activities.
• OEE Monthly Update: A monthly e-mail update sent out to all registered PEs.
• Upcoming OEE Practice Education workshops: CE-accredited continuing education sessions
hosted by the OEE.

7) Practice Educator development sessions

PEs at each site may find sessions led by the EEF helpful in developing their teaching skills. The
format and topic of these sessions may vary depending on the needs of the practice site, and
may be one-on-one or in a group setting. As there may be a range of practice education
experiences to draw upon within any particular group of PEs, newer PEs may benefit from group
discussion with their more experienced colleagues. The EEF may also consider involving
students or residents in the preparation or delivery of these sessions.

Some examples of PE development sessions may include:

• Group review of the OEE Practice Educator Training Modules. If there are multiple new PEs
starting at the site, it may be beneficial for them to complete these as a group and share
their ideas. Please note that to receive continuing education certificates, individual PEs
must complete the modules under their own account.
• Updates on practicum course requirements and practicum activities. This may be helpful to
conduct prior to the start of each academic session to ensure PEs are aware of any updates
made to practicum activities and/or requirements.
• Presentations on specific topics in practice education. This may include expansion upon the
materials covered by the OEE Practice Educator Training Modules or completely new topics
as requested by PEs. The EEF may also identify relevant topics based on observations of
practice education challenges at the site.
• Group review of challenging practice education scenarios. These may be hypothetical
scenarios, or based on scenarios recently encountered with students at the site. This can
serve as a period for PEs to debrief on their experiences and foster the practice education
culture at the site. For confidentiality, it may not be appropriate to have any students
present at these types of sessions.

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2.5 Collaboration with the Faculty

EEFs have the important responsibility of collaborating with the Faculty. This involves maintaining
communications and serving as liaison between the Faculty and health authority practice sites. This
collaboration is intended to further enhance the student and PE experience and the ongoing
advancement of the experiential education program.

Below are some of the ways EEFs are expected to collaborate with the Faculty:
1) Provide feedback to the Faculty regarding student progress
EEFs are expected to contact and keep the OEE inpatient course coordinators apprised of
student progress. If a struggling student is identified, EEFs should make the appropriate OEE
course coordinator aware to ensure that the students are well supported. The course
coordinators may also connect with the EEF following the midpoint assessments of each block to
review the overall progress of the current students and identify if additional supports are
required. If at any time the EEF feels they need assistance with any student matters, the EEF
should contact the appropriate course coordinator.

2) Provide examples of educational material to the OEE

As the E2P PharmD program progresses and improvements are implemented, the EEFs may be
requested to provide examples of student work completed while on practicum. These examples
allow the OEE to review the quality of work completed by students, as well as serve as
educational samples for future students. The OEE will contact the student to first gain consent
and permission before using any of their work as part of the E2P PharmD program.

3) Attend monthly EEF meetings and support others within the EEF network
EEFs and the OEE’s inpatient course coordinators meet via videoconference on a monthly basis
to discuss the experiential education program. This also serves as an opportunity for EEFs to
share practicum experiences from their sites and support and learn from each other. The
general format of the meetings is as follows:
a) Update from the OEE course coordinators on experiential education courses
b) Roundtable discussion with each EEF, highlighting interesting practice education situations
in the preceding month and how it was managed

Outside of these regular meetings, EEFs are encouraged to collaborate in development and
sharing of practice education materials for students and PEs at their sites. EEFs are also
encouraged to regularly reach out to each other for input and advice.

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
4) Participate as members of the Advisory Group for Inpatient Experiential Education
The Inpatient Advisory Group consists of the EEFs as well as PEs from non-EEF inpatient
practicum sites. The group’s purpose is to provide input, advice and feedback on inpatient
practicum courses and practicum-related initiatives of the OEE. A minimum of two meetings will
be held annually via video/teleconference, and would supplant the EEF meeting of those
months.

5) Complete a year end reflection report of each academic year

The year end reflection report is a written report intended to assist in identifying successes and
challenges as well as aid in the planning of future activities to best support students, PEs and
practice sites. It is an opportunity for each EEF to review and reflect on the activities
undertaken over the past academic year. It also allows the Faculty to gain a deeper
understanding of the activities and initiatives undertaken by EEFs across the province. The year
end reflection report will be solicited at the end of each winter session following the completion
of PHRM 472 and 473 and shared with the E2P PharmD Programs Committee and Associate
Dean, Academic.

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 3 – OTHER GENERAL TIPS

Each EEF will develop their own unique practices as they work with students. The following is a
collection of tips that may be helpful to the EEF.

1) Student check-in meetings

When checking in with students, it should be done in confidence, away from the PE and practice
area. Students will be more open to discussing their observations and experiences when it is
clear the EEF is a third party supporting them. A student may not feel comfortable discussing
their experience if their PE, patients or other health care practitioners are in the vicinity.

A change in environment may be helpful during these meetings. Students may be focused on
their patient care activities when in their clinical workspace even if no one else is present. It
may be helpful to have a walking meeting away from patient care areas, or to meet in a more
casual area such as a café, an outdoor seating area or another private meeting space.

2) Dealing with conflict

Whenever possible, it is best to prevent conflict from arising by having frequent discussions
regarding the learning plan and each other’s roles. If conflicts do occur, EEFs are encouraged to
have open respectful communications with the party involved to resolve any misunderstanding.
Consideration should be given to following the acronym O-W-T-F (describing what you are
Observing, Wanting, Thinking, Feeling) and ensuring that all parties have shared their
perspectives. In addition, the EEF should keep the ultimate goal in mind while working through
the differences: helping the student to integrate theory into practice and to become a lifelong,
self-directed, critical thinker. Finally, the EEF should reflect upon and learn from the experience
and when in doubt, contact the OEE for support.

3) Feedback and assessments

Formative feedback is feedback for learning and provided to allow students to identify which
areas they performed well, and which areas require additional attention. Informal feedback
should be shared in a timely manner, ideally immediately after the performance or on the same
day, so an action plan can be devised. The EEF should ensure appropriate feedback is being
provided to and accepted by the student to best support their learning needs.

Formal assessments in the form of midpoint and final assessments are to be completed by the
primary PE. It is important that assessment is provided by PEs who have consistently observed
the student throughout the course of the practicum. The EEF can assist PEs in using the
assessment form, as well as ensuring learning opportunities are available for the student to
develop in each of the assessed elements. If multiple PEs are involved during the course of the
practicum, the EEF can ensure continuity of expectations throughout the practicum and that all

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
 PEs provide input on formal assessments.

The formal midpoint assessment is a formative assessment intended to identify areas students
need to focus on to complete the practicum course. Although the results of the midpoint
assessment are not utilized for the purposes of determining course standing, it provides the
student an understanding of their progression beyond the regular informal feedback provided
by the PE throughout the course of the practicum. Students who exhibit multiple assessment
elements below expected competencies, or do not show progression in their learning and
performance may benefit from development and follow up of a specific action plan.

The formal final assessment is a summative assessment to evaluate student learning at the end
of the practicum. With appropriate formative feedback throughout the practicum, students
should have a strong sense of the level of their performance leading into the final assessment.

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 4 – PROPOSED GENERAL TIMELINE

Time Period Actions

Pre-practicum • Connect with students

• Orient PEs
• Plan schedules/site orientations
• Ensure computer system access/security keys arranged for incoming
students

First week of practicum • General orientation/discussion

• Confirm schedule (practicum hours, mandatory meetings, scheduled
presentation dates if known, etc.)

During Practicum • Check in with student/PE to identify any challenges and ensure student
progression is on track
• Address issues as they arise and liaise with OEE course coordinator as
required
• Provide ongoing and timely feedback to students and PEs
• Facilitate transition between PEs
• Ensure formative midpoint assessments completed as scheduled

Last week • Ensure all practicum activities and final assessments are verified and
completed by the PE by the last day of practicum block

Post-practicum • Debrief with PE and/or OEE as required

• Follow up on any outstanding items (e.g. verification of practicum
activities on E*Value)

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 5 – AVAILABLE RESOURCES

OEE Practice Educator Resource Centre: A website containing many resources for PEs. The following
may be particularly useful for PEs at EEF sites.

1) OEE Practicum Course Materials for the Entry-to-Practice PharmD Program

• Practicum Policies, Procedures and Guidelines
• Practicums Handbooks
• Practicum course syllabus
• Course overview videos
• Course practice educator support documents
• Guides and checklists for various practicum activities
• Example presentation slides and handouts from previous students

2) Practice Educator Development Modules: Self-paced learning modules providing guidance

and training for new and current PEs. Completion of these modules is a requirement for
new PEs. The module topics are:
• Module 1: The Role of the Practice Educator
• Module 2: Developing Effective Teaching strategies at Your Practice Site
• Module 3: Integrating Learners into Your Daily Practice
• Module 4: Feedback
• Module 5: Wok-integrated Learning Assessment
• Module 6: Recognizing and Supporting the Struggling Learner

3) Practice Educator Workshops: A compilation of various PE development presentations from

multidisciplinary experts.

4) Models of supervision/Preceptor-Learner Models: Guidance for different Preceptor-

Learner models. Includes access to the following guidebooks available on the OEE Practice
Educator Resource Centre website:
• The Neer Peer Model in Pharmacy Experiential Education: A Guidebook for
Preceptors
• Peer Assisted Learning in Pharmacy Experiential Education: A Guidebook for
Preceptors
• Co-Precepting in Pharmacy Experiential Education: A Guidebook for Preceptors

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 6 – SITE SPECIFIC RESOURCES

Several site-specific resources have been developed and are available for EEFs to reference or adapt for
use. Some of these resources include:
• Pre-practicum planning guides
• Practicum schedule templates
• Example documents for student pre-readings
• Orientation Checklists
• Practice Educator development presentation slide decks

EEFs are welcome to develop any additional site specific resources, as well as collaborate with other EEFs
and the OEE if required.

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 7 –OFFICE OF EXPERIENTIAL EDUCATION CONTACT
INFORMATION
Dr. Janice Yeung Ms. Tricia Murray
Director Program Administrative Manager
(604) 827 4846 (604) 827 0183
janice.yeung@ubc.ca tricia.murray@ubc.ca

Faculty Course Coordinator & Portfolio Course Number, Description

Mr. Gilly Lau PHRM 171 Introductory Pharmacy Practice Experience

Structured Practical Training & (IPPE) – Outpatient I
Community Engagement (IPPE) PHRM 473 Selected Advanced Pharmacy Practice
(604) 827 4044 Experience (APPE) – Outpatient Direct Patient Care
gilly.lau@ubc.ca Settings

Ms. Kayla Fang PHRM 251 Institutional Practice Skills

Inpatient Practice & PHRM 472 Advanced Pharmacy Practice Experience
Health Authority Engagement (APPE) (APPE) – Inpatient
(604) 827 0041 PHRM 473 Selected Advanced Pharmacy Practice
kayla.fang@ubc.ca Experience (APPE) – Inpatient Direct Patient Care
Settings

Dr. Asal Taheri PHRM 251 Institutional Practice Skills

Inpatient Practice & PHRM 272 Introductory Pharmacy Practice Experience
Health Authority Engagement (IPPE) (IPPE) – Inpatient
(604) 317 9222
asal.taheri@ubc.ca

Ms. Gabriella Wong PHRM 270 Community Service Learning

Service Learning &
Community Engagement (Non-Rx), Student
Support & Engagement
gabriella.wong@ubc.ca

Mr. Alex Tang PHRM 271 Introductory Pharmacy Practice Experience

Non-Direct Patient Care (IPPE) – Outpatient II
(604) 827 2384 PHRM 473 Selected Advanced Pharmacy Practice
alex.tang@ubc.ca Experience (APPE) – Non-Direct Patient Care Settings

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Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
Dr. Neelam Dhaliwal PHRM 371 Introductory Pharmacy Practice Experience
Practice Educator Development & Community (IPPE) – Outpatient III
Engagement (Rural/Remote)
(604) 827 4243
neelam.dhaliwal@ubc.ca

Mr. Paulo Tchen PHRM 471 Advanced Pharmacy Practice Experience

Student Transition (Outpatient), (APPE) – Outpatient
Community Engagement (APPE) &
Community Outreach
(604) 827 0173
paulo.tchen@ubc.ca

Mr. Larry Leung IPE Activities are embedded or are scheduled on the
Interprofessional Education Program Enhanced Activity Day (PEAD)
(604) 827 2482 Longitudinal Learning
larry.leung@ubc.ca

Mr. Jason Min IPE Activities are embedded or are scheduled on the
Interprofessional Education Program Enhanced Activity Day (PEAD)
(604) 827 2478 Longitudinal Learning
jason.min@ubc.ca

Faculty members provide support to practicum sites, practice educators, and students for any issues
related to:
• Course syllabi
• Practicum-associated assignments and activities
• Student assessment and evaluation
• Student performance
• Student absences
• Personal injury or major illness of students on practicum
• Any confidential issues related to the practicum

Experiential Education Facilitators Guidebook 26

Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
Administrative Support Team
Ms. Vicky Lai Ms. Jane Lee Mr. Flavio Mikami
Senior Program Assistant Senior Program Assistant Senior Program Assistant
(604) 822 8077 (604) 822 3216 (604) 822 0433
vicky.lai@ubc.ca j.lee@ubc.ca flavio.mikami@ubc.ca

The administrative staff provides support to practicum sites, practice educators and students for:
• General enquiries
• Practicum scheduling and placements
• Practice educator or student contact information
• E*Value access
• Tracking
• Mailings, forms etc.
• UBC Cards

For enquiries about the above or questions about our experiential education program, please contact
phar.oee@ubc.ca.

Off-Hours Issues

If you have immediate safety concerns for yourself or others, please call 911.

Crisis and After-Hours Contacts

• Vancouver Crisis Line | 1 800 SUICIDE (784 2433)
• Crisis Centre BC | http://crisiscentre.bc.ca/
• Victim Link | 1 800 563 0808 (services in 110 languages)
• Empower Me | http://studentcare.ca

Experiential Education Facilitators Guidebook 27

Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.
SECTION 8 - REFERENCES

1) Burrows D. Facilitation: a concept analysis. J Adv Nurs 1997; 25: 396–40.

2) Dickson C, Walker J & Bourgeois S. Facilitating undergraduate nurses clinical practicum: the lived
experience of clinical facilitators. Nurse Educ Today 2016; 26 (5): 416-22.

3) Lambert V & Glacken M. Clinical education facilitators: a literature review. J Clin Nurs 2005; 14: 664-673.

4) Sykes C, Urquhart C & Foster A. Role of the practice education facilitator (PEF): the Cambridgeshire model
underpinned by a literature review of educational facilitator roles. Nurse Educ Today 2014; 34(11): 1395-
7.

Experiential Education Facilitators Guidebook 28

Copyright © 2020 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved.