A narrative review of preceptor roles and models of precepting in pharmacy practice experiential learning: a UAE perspective

Objectives Pharmacy preceptors are pivotal in shaping pharmacy education by bridging theoretical knowledge with clinical practice. This review synthesizes the literature on pharmacy preceptor roles, responsibilities, and precepting models while exploring the unique challenges and opportunities in the UAE healthcare context. The evolving focus on clinical pharmacy within the United Arab Emirates highlights the necessity of tailored precepting strategies to meet local needs. Methods A comprehensive literature review was conducted using Scopus, PubMed, and Google Scholar. Search terms focused on pharmacy preceptor roles, responsibilities, precepting models, and challenges and strategies for overcoming them. Thematic analysis was employed to extract and categorize key insights, particularly those relevant to the United Arab Emirates. Key findings The review identifies the four core roles of preceptors: direct instruction, modelling, coaching, and facilitating, as defined by the American Society of Health-System Pharmacists. It highlights global and UAE-specific challenges, such as preceptor shortages, cultural barriers, and the need for structured mentorship programmes. Innovative precepting models, including Peer-Assisted Learning and the Layered Learning Practice Model, are discussed for their potential adaptability to the UAE’s healthcare system. Conclusions Addressing the challenges faced by pharmacy preceptors in the United Arab Emirates requires a multi-faceted approach, including ongoing training, institutional support, and customized precepting strategies. By combining global best practices with local contextualization, the United Arab Emirates can enhance pharmacy education and align it with its healthcare priorities.