For Preceptors, Investing in Future Health Care Leaders Inspires Their Work

Every year, UCSF School of Pharmacy students are assigned to a variety of rotations, including hospital health systems, outpatient community and ambulatory care settings, and the pharmaceutical industry. These experiences provide hands-on training, integrating students into health care teams where they actively contribute to patient care in real-world settings.

Preceptors play an essential role in these educational experiences, guiding students as they refine their skills, gain confidence and prepare for future roles as pharmacists.

In honor of National Preceptor Appreciation Month this April, we spoke with preceptors and found common themes among their unique stories. Many reflected on the lasting impact of preceptors on their own education, inspiring them to “give back” by mentoring the next generation of pharmacy leaders. While precepting requires additional time and effort on top of their daily responsibilities, they say it is incredibly rewarding. They also recognized the contributions of their colleagues who help foster a supportive learning environments for students.

“Preceptors play a vital role in shaping the education and development of future pharmacists,” said Judie Tran, director of the Introductory Pharmacy Practice Experience program at the school. “Through their mentorship, students not only gain critical knowledge but also acquire the practical skills necessary for success in their careers. We are deeply grateful to our preceptors for their dedication, time and passion in training and inspiring the next generation of pharmacy professionals.”

Read about a few of the school’s dedicated preceptors.

Deke Shelton, PharmD, UCSF Health Orthopedic Surgery

Elisabeth Fall

Pharmacist and preceptor Deke Shelton, left, speaks with pharmacy learners at UCSF Health

Deke Shelton, PharmD, was drawn to working at UCSF Health by the very fact that it is a teaching hospital.

“I just love being surrounded by people that are gifted, energetic and hungry to learn,” Shelton said. “You can teach a lot of things, but what you can't teach is what I call the ‘care meter.’ These are people who care and want to be better at what they’re doing.”

For nearly 17 years, Shelton has mentored many of these types of pharmacy students and residents in the orthopedic surgery unit where he is a clinical pharmacist.

“I'm a big believer in ‘see one, do one, teach one’,” Shelton said of his precepting style. “I show them how to work up a patient. What labs am I interested in? What do I write down? What do I not write down?”

On a typical day, Shelton and his learners visit dozens of patients together. Shelton shows them how to admit patients, educate them on medications and craft a discharge note with instructions on these medicines. After shadowing him through a number of patient cases, he allows learners to work more independently with patients under his supervision and present their treatment plan to him for approval. In addition, Shelton incorporates “daily clinical pearls” in which he and his students spend time discussing certain medications, their use, side effects and more.

Elisabeth Fall

Shadowed by pharmacy learners, Shelton checks on a patient at UCSF Health.

Equally as rewarding as watching students master their skills is learning from them, whether it’s about the latest regulations, new music artists or even how to care for succulents.

“They remind me about new guidelines, which can be hard for me to keep up with as a very busy pharmacist,” Shelton said. “We’ll print them out and read them, and I’ll have them lead the discussion.”

Shelton’s advice to students?

“Don't pick a specialty area because you think someone else wants you to pick it,” he said. “Find something that is your interest and fills your cup. Pursue that and you'll be a much happier person.”

Catherine Yen, PharmD, UCSF Health Neurosurgery

Elisabeth Fall

Preceptor Catherine Yen (right) with pharmacy student Jeanne Le 

As a high school student, Catherine Yen decided to put her love of science and helping others to good use by pursuing a career in health care. Never did she imagine herself working in the niche specialty of neurosurgery — nor that she would be mentoring the next generation of pharmacists.

Today, Yen is a clinical pharmacist in UCSF Health’s neurosurgery unit. Her typical workday is spent reviewing patient charts, discussing medication recommendations with providers, counseling patients on discharge medications and interviewing newly admitted patients regarding home medication usage. Students participate in these activities, as well as patient case and topic discussions in the afternoons.

While precepting is part of her job, Yen considers it an opportunity to contribute back to the profession.

“I've had inspiring preceptors who shaped the way I practice as a pharmacist,” she said. “To be part of that for a learner is a privilege. They're the future of pharmacy, and it's important to invest in their growth.”

Elisabeth Fall

Nurse practitioner Anne Marie Destruel (left), pharmacy student Jeanne Le (middle), and Yen (right).

What feels gratifying to Yen are those moments when a struggling student experiences a breakthrough that allows them to flourish.

“Every learner is different,” Yen said. “I’ve realized that individualizing my teaching makes an impact, and it’s rewarding to hear feedback from learners who are grateful for the time I spent identifying their challenges and modifying my teaching style to help them succeed.”

Beyond the neurosurgery surgery ward, Yen teaches workshops on best possible medication history. Whether it’s on the hospital floor or in a lecture hall, her motivation for teaching is the importance of patient safety.

“The reason I continuously ask our students questions is to encourage thorough understanding of drug knowledge and sound critical thinking skills, which ultimately translate into safe and optimized care for our patients,” Yen said. “When I was in pharmacy school, I was told ‘you are no longer learning for yourself. You are learning for your future patients.’ And that is something I share with our students as well. This is not just for a grade anymore; you are learning for somebody else’s well-being.”

Zlatan Coralic, PharmD, UCSF Health Emergency Department

Elisabeth Fall

Pharmacist and preceptor Zlatan Coralic (left) with pharmacy student Katherine Gee

About 15 years ago, when Zlatan Coralic, PharmD, began accepting pharmacy residents and then medical residents on rotations in the clinical pharmacy program that he co-founded at the UCSF Health Emergency Department (ED), it was one of the first in the country that had pharmacy preceptors mentoring third- and fourth-year medical residents in emergency medicine. As interest grew, the program began precepting pharmacy students, and specialty residents in pharmacy, pediatrics, critical care and infectious disease.

“Even after having been in practice for a long time, students can come up with a question that is so fundamental to understanding something that I have to gather my thoughts and question my understanding of the topic as well,” Coralic said. “I like that curiosity and constant energy from students and residents.”

The ED is a fast-paced environment that demands triaging and managing constant interruptions. On the average shift, Coralic starts by tackling the most urgent patient cases. He assigns tasks to his students, such as ensuring the inventory of critical medications is fully stocked and assessing patient test results to make treatment recommendations to their preceptor and attending physician. In between, the students learn to care for patients and give medications.

“We really put our learners on the spot to see, to feel, to touch, so they understand how their decisions affect the patient in front of them,” Coralic said.

Elisabeth Fall

Coralic (second from right) discusses health care issues with pharmacy technicians Johanna Soriano (left), Ruth Anne Arriola and pharmacy student Katherine Gee (right) in the emergency department. 

Coralic devotes considerable time to understanding how learners think and providing pivots in their thought processes to direct them on the right path.

“They’re going from learning from a textbook, PowerPoint or classroom to using that medication on a patient who has a pulse in front of them. It can be intimidating,” Coralic said. “I tell them ‘if you need to look something up, that's OK. Don’t have a knee jerk answer when somebody asks a question about a medication. Think it through. What are the things we need to worry about? Are there other things we need to consider?’ ”

For Coralic, the most important takeaway for his students is the willingness to learn.

“It’s really important how you think about a problem and to catch yourself when you're making assumptions,” he said. “Be humble with what you know and what you don't know. I've learned from our clerks that work in the ED, nurses, paramedics, physicians, the custodial staff that cleans up after we're done with a code, and from patients and family members. In my experience humble inquiry is the most pragmatic way to learn.”