Prospective Preceptors

Application Process

1. Call (304-293-1464) or email ( our office of Experiential Learning to indicate your interest in becoming a valued WVU School of Pharmacy Preceptor.

2. Our office of experiential learning will welcome you as a preceptor while requesting general contact information and a comprehensive yet succinct description of the opportunities available for our student pharmacists at your respective rotation site. If your rotation site is also new to our School of Pharmacy, we will begin the process of developing an affiliation agreement (i.e. contract) with you and your organization's leadership.

Preceptor Criteria:

  • Be licensed and actively practice for at least one full calendar year after PharmD graduation
  • Actively practice in the applicable rotation practice setting for at least six months

Preceptor Requirements:

  • Complete preceptor orientation
  • Maintain an active license in good standing with the appropriate licensing body (typically state board of pharmacy) for the preceptor’s practice setting
  • Provide requested availability information for IPPE and/or APPE in a timely fashion
  • Provide Office of Experiential Learning with instructions for any special requirements of students pharmacists
  • Complete midpoint and final evaluations for IPPE and APPE students
  • Review midpoint and final evaluations with students in person
  • Complete 2 hours of preceptor development CE every 2 years
  • Complete any specific training developed for all preceptors as requested by the Office of Experiential Learning, such as Title IX Training via Lawroom/Everifi (Eliminate Campus Sexual Violence Training, and the Harassment, & Discrimination Prevention training)
  • Undergo preceptor assessment by the Office of Experiential Learning as required by accreditation standards, including the preceptor’s ability to: 1) facilitate learning, 2) communicate effectively, 3) serve as a professional role model and mentor, and 4) positively represent and advance the profession

Experiential Learning Site Criteria:

  • Commitment to the education of pharmacy students
  • At least one qualified pharmacist (or other professional) meeting the West Virginia University School of Pharmacy Preceptor Criteria and willing to serve as the preceptor of record for each rotation type offered
  • Adequate physical facilities (e.g. space for students to work, computer access, etc.) to provide a quality experience for the students
  • Adequate activities and opportunities for students to meet the learning objectives for each rotation type offered
  • Access to learning and information resources, as appropriate for each rotation type offered
  • Adequate resources to ensure that students receive oversight, professional guidance, and performance feedback from preceptors
  • An active affiliation agreement with West Virginia University
  • Instructions for any special requirements of students at the rotation site (e.g. criminal background check, drug screening, etc.), including updated information if site policies change

Patient Care Experiential Site Criteria:

In addition to above criteria, sites providing patient care must have:

  • A patient population that supports the learning objectives for the experience
  • A practice environment that nurtures and supports professional interactions between students, pharmacists, and patients and their caregivers
  • Equipment and technology that reflect contemporary practice and support student education for that practice
  • Contemporary services for patient care, such as Medication Therapy Management (MTM)
  • Collaborative professional relationships with other healthcare providers
  • A strong commitment to health promotion, disease prevention, and patient safety, as reflected by the services provided and/or products made available

Preceptor Expectations:

  • Practicing ethically and with compassion for patients
  • Accepting personal responsibility for patient outcomes
  • Having professional education, experience, and competence commensurate with their position
  • Utilizing clinical and scientific publications in clinical care decision-making and evidence-based practice
  • Desiring to educate others (patients, caregivers, other healthcare professionals, students, residents)
  • Demonstrating the willingness and ability to advocate for patients and the profession
  • Demonstrating creative thinking that fosters an innovative, entrepreneurial approach to problem solving
  • Having an aptitude for facilitating learning
  • Being competent in the assessment and documentation of student performance
  • Having a systematic, self-directed approach to their own continuing professional development and actively participating in self-directed lifelong learning
  • Collaborating with other healthcare professionals as a visible and contributing member of a team
  • Being committed to their practice organization, professional societies, and the community
  • Treating all students, colleagues, and patients with respect, without discriminating on the basis of race, color, religion, national origin, gender, sexual orientation, age, or disability