An initiative to transition new faculty from resident to residency preceptor through direct mentorship

Newly hired faculty members coming directly from post-graduate year 2 (PGY2) residencies often need time to acclimate to the routine responsibilities of a faculty position. The objective of our case study was to describe and evaluate preceptor mentorship as a method for acclimation of a new faculty member to the role of a residency preceptor. An American Society of Health-System Pharmacists (ASHP) accredited PGY2 Ambulatory Care Residency Program piloted an approach to prepare a new preceptor. Several steps were taken to ensure a positive transition into this role. The new preceptor took part in our preceptor development activities by attending our Collegeʼs annual preceptor development workshop, our programʼs annual preceptor retreat, and quarterly preceptor meetings to discuss resident-customized training plans and preceptor development topics. Finally, the new preceptor was partnered with a more experienced preceptor to combine their two practices into one two-month outpatient adult medicine learning experience. The mentor provided precepting strategies and guided the new preceptorʼs planning. Pre- and post-assessment surveys from the new preceptor, in addition to resident evaluation scores, were used to gage success of her transition. Preceptor preparation is a key factor to the success of a program. New preceptors may initially struggle with various aspects of precepting residents. Through direct mentorship and partnership in experience development, this endeavor seems to have better positioned new faculty to successfully transition into the role of a preceptor. These observations will inform us and others to future approaches to consider when making additional incremental changes associated with quality improvement of residency programs.