Pharmacist preceptor perceptions of diversity, equity, and inclusion in experiential learning experiences

Introduction: Societal inequities and public discourse have prompted healthcare organizations to focus on Diversity, Equity, and Inclusion (DEI). While DEI initiatives and strategic plans have been established within academia and applied to didactic curricula, literature is limited on preceptor perspectives in engagement with DEI. This study aimed to assess pharmacist preceptor perception of DEI in learning experiences and areas for improvement in the context of experiential teaching and learning within a large, multi-site pharmacy residency program to provide guidance for strategies to improve organizational approaches.

Methods: Pharmacist preceptors of residents or student pharmacists identified through residency preceptor directories and Office of Experiential Education records were invited to participate in a survey consisting of twelve Likert scale questions, four closed, binary questions, and two free-text responses. Quantitative data was analyzed in Microsoft Excel. Qualitative survey data was coded by three of the researchers on the study team. Researchers independently identified preliminary codes from the data, then collaboratively created a list of consensus-based codes. Researchers then independently assigned codes to individual responses. The codes were then finalized for each individual response through consensus.

Results: 261 pharmacist preceptors were invited to participate, of which 80 participants responded to at least one question, with 69 participants completing the survey. Preceptors had more agreement in domains such as "equitable evaluation of learners" and less agreement in "readiness to provide diverse, equitable, and inclusive training and education" and "having access to ample preceptor development opportunities to stay updated on DEI topics". Consensus and thematic analysis of the qualitative results revealed strengths in program incorporation of pharmacist education, diversity of patients served, and DEI education provided to learners prior to experiential education, but an overall lack of awareness of what initiatives surrounding DEI were in progress within the organization. Primary areas of opportunity focused on additional continuing education and preceptor development, as well as incorporation of DEI training into existing preceptor development or orientation.

Conclusions: This study offers some insight into pharmacist preceptors' perceptions of DEI within a large, multi-site pharmacy residency program. Continued evaluation and further iterative work are needed to address areas of opportunity and assess success of initiatives and training. Future collaboration in national pharmacy organizations to develop best practices or standards for inclusive experiential education may be warranted.