1. The Preceptor’s role is multidimensional – a role model, teacher, mentor, and co-worker.
  2. The Preceptor should promote cooperation between student pharmacists and other health care team members (i.e., physicians, nurses, social workers, lab technicians, etc.).
  3. The Preceptor should indoctrinate the student pharmacist with the principles of professional ethics by deeds and words.
  4. The Preceptor should always explain, in detail, what is expected of a student pharmacist concerning the appearance, attitude, and method of practice, and make certain that both they and their associates adhere to the same standards.
  5. The Preceptor must insist on communication with the student pharmacist at all times and be willing to discuss any aspect of professional practice that does not violate their responsibility to their employer or employees.
  6. The Preceptor should afford the student pharmacist the mutual respect and patience needed to ensure an optimal learning experience.
  7. The Preceptor should never assume a student pharmacist’s competency but determine it by reviewing their work profile and by discussion and experience.
  8. The preceptor should provide constructive and empathetic criticism; it should be conveyed to the student pharmacist privately, whenever possible.
  9. The Preceptor should stimulate (simulate) a positive attitude in all aspects of professional practice.
  10. The Preceptor should promote, at all times, a constructive and positive attitude toward fellow practitioners and other members of the health professions.
  11. The Preceptor should not discuss personal matters with the student pharmacist unless they relate to their professional practice.
  12. The Preceptor must keep in mind that fair and constructive evaluation of the student pharmacist’s ability to perform designated activities is a serious responsibility, which affects the student pharmacist’s progress and performance as a future practitioner.
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Guidelines for Preceptors image
Guidelines for Preceptors


    1. Is approachable and establishes a good learning environment.
    2. Is available to the student for interaction and discussion. 
    3. Treats the student with trust and respect in their interactions. 
    4. Explains the decision-making process to the student and asks questions that promote learning. 
    5. Stimulates the student to learn independently and allows autonomy appropriate to the student’s level of experience and competence.
    6. Regularly provides meaningful feedback to the student, both positive and negative, in a timely manner.
    7. Is a good role model for the student and inspires student confidence in the preceptor’s technical skills?
    8. Is aware of the clerkship goals and objectives and seeks to meet them. 

Source: ACPE Accreditation standards and guidelines for the professional program in pharmacy leading to the Doctor of Pharmacy degree: Guidelines Version 2.0. Chicago, IL: Accreditation Council for Pharmacy Education: 2011


  1. Practice ethically and with compassion for patients.
  2. Accept personal responsibility for patient outcomes.
  3. Have professional training, experience, and competence commensurate with their position.
  4. Utilize clinical and scientific publications in clinical care decision-making and evidence-based practice.
  5. Have a desire to educate others (patients, caregivers, other health care professionals, student pharmacists, pharmacy residents).
  6. Have an aptitude to facilitate learning.
  7. Be able to document and assess student pharmacist performance.
  8. Have a systematic, self-directed approach to their continuing professional development.
  9. Collaborate with other health care professionals as a member of a team.
  10. Be committed to their organization, professional societies, and the community.


Source: American Association of Colleges of Pharmacy Academic Practice Partnership Initiative.