1. Mentoring vs. Coaching vs. Precepting: What’s the Difference?
Veronica Vernon, PharmD, BCPS, BCACP
Clinical Pharmacy Specialist
IPA/CPI Annual Joint Convention
September 19, 2014

2. Disclosure
The speaker has no actual or potential conflicts of interest in relation to this presentation

3. Objectives
Compare and contrast the purpose and responsibilities associated with mentoring, coaching, and precepting.
Describe methods used to facilitate conversations as a mentor, coach, or preceptor. 
Identify communication strategies that can be employed in challenging situations.

4. Famous Mentors in the Media
What did these mentors have in common?
They were teachers (preceptors) at first and coaches, then mentors!
What do these mentors have in common?

5. Mentoring

6. A Mentor Is…
“A trusted counselor guiding the professional development of an individual”
“Knowledgeable and competent professionals who are one or more steps ahead of a trainee”
Byyny RL. Pharos Alpha Omega Alpha Med Soc Winter 2012; 1-3
Rose GL, et al.. Acad Med 2005; 80(4):

7. The Origins of the Mentor
The Odyssey
Athena appeared as Mentor
to Telemachus
Provided encouragement
Smilor R. Entrepreneurship. Available at:

8. What are desirable qualities in a mentor
What are desirable qualities in a mentor? What actions should a mentor take to ensure a successful relationship with the mentee?
Discussion question

9. Successful Actions of a Mentor
Listens
Provides constructive feedback
Supports and challenges the mentee
Develops a personal relationship
Designates time for the mentee
White SJ. Hosp Pharm 2011; 46(5):
Smilor R. Entrepreneurship. Available at:

10. Principles of Mentoring
Focus on the needs of the mentee
Demonstrate perseverance
Mentors must give of themselves
Align passion and work
Model character
Smith RE. ACCP Academy Leadership and Management Newsletter 2007; 1(1): 1-3

11. What NOT to Do Attempt to solve the mentee’s problems
Violate confidentiality
Force opinions on a mentee
Share “war stories”
Attempt to create a “clone”
Smilor R. Entrepreneurship. Available at:

12. Apprenticeship Model I do it I do it and you watch
You do it and I watch
You do it
Maxwell JC. Mentoring 101.

13. Collaboration
Mentor
Mentee
Zachy LJ. The Mentor’s Guide.

14. How do you ensure success in a mentoring relationship?

15. The Mentoring Equation
The mentee side of the equation describes: How badly does the mentee want to advance his/her career and how much ground do they feel they need to cover to get there?
Drive = How motivated is the mentee? Distance = Where is the mentee in terms of experience vs. where they need/want to be?
The mentor side asks: Can I help and how much effort will it require?
Gap = The amount of experience the mentor has compared with the mentee. Relevance = The distance between the mentor’s expertise and the mentee’s goal. Effort = How much work it will take to bridge any gaps of experience or relevance.
Johnson W. The HBR Blog Network. Available at:

16. Creating a Positive Experience
Set expectations
Frequency of meetings
Responsibilities of mentor and mentee
Evaluate, evaluate, evaluate
Mentee example

17. Coaching

18. A Coach Is…
“ Someone who helps another person reach higher effectiveness by creating a dialogue that leads to awareness and action.”
An individual who helps another come to their own decision
An observer, a guide
Emerson B, et al. A Manager’s Guide to Coaching: Simple and Effective Ways to Get the Best Out of Your Employees
Atul G. The New Yorker (October 3). Available at:

19. Coaching Assists an individual in reaching goals faster
Several types of coaching:
Peer
Career
Performance
Life
Health
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and Life
Tofade T. Am J Pharm Edu 2010; 74(3): Article 51.

20. Co-Active Coaching Model
Develop a connection
Listen/communicate effectively
Keep the end goal in sight
Ask powerful questions
Build self-awareness and self-esteem
Recognize their whole life
(1) develop a connec- tion; (2) listen and communicate effectively; (3) keep the end goal in sight; (4) ask powerful or impactful questions; (5) build his/her self-awareness and self-esteem; (6) rec- ognize his/her whole life; (7) acknowledge efforts and accomplishments; (8) identify limiting beliefs; (9) hold him/her accountable; (10) debrief his/her learning; and (11) encourage him/her to celebrate accomplishments.22
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and Life
Tofade T. Am J Pharm Edu 2010; 74(3): Article 51.

21. Co-Active Coaching Model
Acknowledge efforts
Identify limits
Hold the individual accountable
Debrief learning
Celebrate accomplishments
(1) develop a connec- tion; (2) listen and communicate effectively; (3) keep the end goal in sight; (4) ask powerful or impactful questions; (5) build his/her self-awareness and self-esteem; (6) rec- ognize his/her whole life; (7) acknowledge efforts and accomplishments; (8) identify limiting beliefs; (9) hold him/her accountable; (10) debrief his/her learning; and (11) encourage him/her to celebrate accomplishments.22
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and Life
Tofade T. Am J Pharm Edu 2010; 74(3): Article 51.

22. Precepting

23. What are attributes of a “good” preceptor?

24. A Preceptor… Sets Expectations Provides Feedback Displays Passion
Is Confident, yet Humble
Challenges the Learner
Seeks Learning Activities
Cuellar LM, Ginsburg DB. Preceptor's handbook for pharmacists.
Beck DE, Boh LE, PS O'Sullivan. Am J Pharm Educ. 1995; 59: 236– 46.

25. The One Minute Preceptor
Have the student commit to an assessment/plan
Require evidence
Teach concepts that can be applied elsewhere
Provide positive feedback
Give constructive feedback
These steps include (1) having the student commit to an assessment or plan, (2) requiring the student to provide support or evidence for that decision, (3) teaching general rules that can be applied in this and other situations, (4) reinforcing what the student has done well, and (5) providing constructive feedback on any errors or areas for improvement.
Furney SL, et al.  J Gen Intern Med.  2001; 16: 620– 4.

26. The Learning Pyramid Facilitating Culminating Integration Coaching
Practical Application
Modeling
Foundational Skills and Knowledge
Direct instruction
Nimmo CM, Guerrero R, Greene SA, Taylor JT, eds. Staff development for pharmacy practice. Bethesda, MD: ASHP; 2000

27. How do you incorporate direct instruction, modeling, coaching, and facilitation into your precepting?

28. Four Facets of Precepting
Setting expectations
Structured and informal learning activities
Topic discussions
Journal clubs
Providing the learner autonomy

29. Mentoring, Coaching, Precepting: Similarities and Differences
Involves sharing of knowledge
Longer time investment
Facilitates decisions
Focused on the mentee
Coaching
Involves questioning and assessing
Limited investment
Reflective listening
Focused on tasks
Precepting
Involves teaching and evaluation
Limited time investment
Focused on the learner and tasks
Atul G. The New Yorker (October 3). Available at:

30. Communication

31. Communicating as a Preceptor/Mentor/Coach
Regular contact is essential
Set clear expectations early
Ask open-ended questions
Maintain open lines of communication
Utilize active listening
Be vigilant of body language
APhA and NACDS. Available at:
University of Pittsburgh Institute for Clinical Research Education. Available at:

32. The Importance of Feedback
Vital to the learning experience
Preceptors may not meet learner needs
Meant to improve a targeted skill or behavior of the recipient
It is not an evaluation
Novices vs. experts respond differently
As new practitioners, many of us may struggle with providing constructive feedback to students.
Sonthisombat P. Am J Pharm Educ. 2007;72:1–6.
Finkelstein SR, et al. J Consum Res 39;

33. Purpose of Feedback Actual performance Actual performance
Desired performance
Desired performance
Feedback narrows the gap between actual and desired performance
Cantillon P, et al. BMJ 2008;337:a1961.

34. Feedback Techniques Feedback Sandwich Pendleton Model
Reflective Feedback Conversation
Feedback Sandwich
Reinforcing statement, corrective statement, reinforcing statement
Do NOT use the word “but” when describing the corrective statement (students will drown out the preceding positive statement)
Do NOT just focus on the positives and then run out of time for the negatives; leaves student with false positive impression
Feedback should be a “conversation about performance”
Learners should be encouraged to express their own views about their performance
Pendleton Model
Step 1: Learner states what was good about his/her performance
Step 2: Teacher states areas of agreement and elaborates on good performance
Step 3: Learner states what was poor or could have been improved
Step 4: Teacher states what he/she thinks could have been improved
Reflective Feedback Conversation
Teacher asks learner to share concerns he/she has about the recently completed performance
Learner describes concerns and what he/she would have liked to have done better
Teacher provides views on performance of concern and offers support
Teacher asks learner to reflect on what might improve the situation
Student responds
Teacher elaborates on trainee’s response, correcting if necessary, and checks for trainee’s understanding
Cantillon P, et al. BMJ 2008;337:a1961.

35. Feedback Techniques Feedback Sandwich Reinforcing statement
Corrective statement
Feedback Sandwich
Reinforcing statement, corrective statement, reinforcing statement
Do NOT use the word “but” when describing the corrective statement (students will drown out the preceding positive statement)
Do NOT just focus on the positives and then run out of time for the negatives; leaves student with false positive impression
Feedback should be a “conversation about performance”
Learners should be encouraged to express their own views about their performance
Cantillon P, et al. BMJ 2008;337:a1961.

36. Feedback Techniques Pendleton Model Learner states what was good
Teacher agrees and elaborates
Learner states areas for improvement
Teacher states areas for improvement
Establishes a conversation between learner and teacher
Pendleton Model
Step 1: Learner states what was good about his/her performance
Step 2: Teacher states areas of agreement and elaborates on good performance
Step 3: Learner states what was poor or could have been improved
Step 4: Teacher states what he/she thinks could have been improved
More detailed than feedback sandwich
Cantillon P, et al. BMJ 2008;337:a1961.
Pendleton D, et al. The consultation: an approach to learning and teaching. .

37. Feedback Techniques Reflective Feedback Conversation
Teacher asks about concerns
Learner shares concerns and what could have been improved
Teacher provides opinion and support
Teacher asks learner what may improve the situation
Learner responds
Teacher elaborates on learner’s response
Reflective Feedback Conversation
Teacher asks learner to share concerns he/she has about the recently completed performance
Learner describes concerns and what he/she would have liked to have done better
Teacher provides views on performance of concern and offers support
Teacher asks learner to reflect on what might improve the situation
Student responds
Teacher elaborates on trainee’s response, correcting if necessary, and checks for trainee’s understanding
More interactive; focuses on closing gap between actual and desired performance
Cantillon P, et al. BMJ 2008;337:a1961.

38. Feedback/Evaluation Example
Video
Dr. Cox had JD to his own evaluation
What did you notice about the video?

39. Effective Feedback Timely Scheduled Specific Straightforward
Collaborative
As new practitioners, many of us may struggle with providing constructive feedback to students.
Beck DE, et al. Am J Pharm Educ. 1995;59:236–46.
Koons K, et al. J Am Pharm Assoc 2012;52: e273-e276.
Ende J. Feedback in clinical medical education. JAMA 1983;250:

40. Providing Effective Feedback1
Prepare learner prior to the activity 2
Provide descriptive, relevant, and objective feedback frequently 3
Avoid overloading the learner with feedback 4
Follow-up on action plans
Beck DE, et al. Am J Pharm Educ. 1995;59:236–46.
Koons K, et al. J Am Pharm Assoc 2012;52: e273-e276.
Ende J. Feedback in clinical medical education. JAMA 1983;250:

41. Providing Positive vs. Negative Feedback
Encouraging
Focus on what was done well
Negative
“And” and “what if” vs. “but”
Complete in private
Discuss methods for correction
Focus on areas of improvement
Providing negative feedback can be challenging. We know it is easier to provide positive feedback to students and residents.
Weitzel KW, et al. Am J Health Syst Pharm :

42. Common Pitfalls to Avoid
Judgmental feedback
Insufficient “wait time”
Lecturing inappropriately
Close-ended questions
Challenging learner past abilities
“Sugar-coating”
Not focusing on the learner
Quilligan S.. Clin Teach 2007;4:
Maynard, R. Preceptor CE: Giving effective feedback to students and residents. Pharmacist’s Letter PL CE Live 2012.

43. GROW Model G
Goal R
Reality O
Options W
Way Forward
Good YouTube Video describing GROW Model:

44. Personal Development Plans (PDPs)
Plan and tracks progress against goals
SMART goals
Professional and personal goals
Important to update and assess progress with goals at regular time intervals

45. Mentor signature and date
PDP Example
Name:
Short Term Goal(s) (completion in 1-2 years):
Long Term Goal(s) (completion in 5+ years):
Skills
Assessment
Activities to improve
Goal Date
Mentor signature and date

46. Structural Tension Chart
Goal/Future
Action Steps
Date Completed
Different from traditional tools for planning and managing, is the principle of structural tension.. Structural tension is formed by the discrepancy between a clearly defined end result or goal and an accurate description of the current situation.
Current Reality
Fritz R. The Path of Least Resistance for Managers.

47. Questions to Facilitate Meetings
What do you really want to do?
What do you do well that allows you to reach your goal?
What is preventing you from reaching your goals?
What will you do differently tomorrow?
How can I help?
Tjan AK. HBR Blog Network. Available at:

48. Components of Successful Meetings
Scheduled time at intervals determined by the mentor or mentee
Assist the mentee in developing SMART goals

49. … But What About Those Challenging Situations?
Video
Will insert video into PowerPoint prior to IPA/CPI Joint Convention; due to size of file and need to for review, put link instead on slide

50. Learner Scenarios

51. Scenario #1
TR is a final-year student pharmacist on his eighth APPE rotation
He was minutes late on the first week of his rotation
He was on time during the second week
TR is now late again on the 1st day of the third week of his rotation and is unprepared for his topic discussion today

52. Scenario #2
DE and GL are two final-year student pharmacists on a community pharmacy rotation together
Throughout the first week, you notice that DE appears to take more initiative and is more prepared for the rotation than GL

53. Scenario #3 You will be precepting multiple learners in your clinic
JJ, an IPPE student
RS, an APPE student
PL, a PGY1 resident
How will you ensure each learner has a meaningful experience?

54. Scenario #4
You are an enthusiastic, innovative pharmacist who desires to advance pharmacy practice at your site. Management fully supports new initiatives to improve patient care and further incorporate the pharmacists into a team.
JR is one of your colleagues who does not see the benefit of these changes and wants to maintain the status quo.
How would you approach this situation?

55. What other challenging precepting situations have you encountered?

56. Summary The roles of preceptor, mentor, and coach often overlap
Clear and open communication is key
Feedback is essential to the development of a student/resident/mentee
Various feedback methods exist
Tailor the approach to the student/resident

57. Resources
Stoddard DA. The Heart of Mentoring. 1st ed. Colorado Springs, CO: NavPress; 2003.
Zachy LJ. The Mentor’s Guide. 2nd ed. San Francisco, CA: Jossey-Bass; 2012.
Maxwell JC. Mentoring st ed. Nashville, TN: Thomas Nelson; 2008.

58. Resources Continued
Adams M. Change Your Questions, Change Your Life: 10 Powerful Tools for Life and Work. 2nd ed. San Francisco, CA: Berrett-Koehler Publishers; 2009.
Bradberry T, Greaves J. Emotional Intelligence st ed. San Diego, CA: TalentSmart; 2009.

59. Mentoring vs. Coaching vs. Precepting: What’s the Difference?
Veronica Vernon, PharmD, BCPS, BCACP
Clinical Pharmacy Specialist
IPA/CPI Annual Joint Convention
September 20, 2014