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Cushing R. Clinical Preceptor Development and the Benefit of Structured Teaching Techniques: A Scoping Review. J Physician Assist Educ 2024; 35:52-61. [PMID: 37791780 DOI: 10.1097/jpa.0000000000000525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023]
Abstract
INTRODUCTION Physician assistant (PA) education in the clinical year is dependent on clinical preceptors. Recruitment of preceptors has been identified as a significant barrier for programs. As a result of the preceptor shortage, evaluation of the barriers to recruitment and retention has been considered. The lack of development and training was identified as a barrier to recruitment and retention of preceptors.The aim of this scoping review article was to identify structured teaching strategies to reduce the development and training barrier and improve preceptor efficacy and efficiency. Structured teaching techniques, such as the One-Minute Preceptor and Summarize, Analyze, Narrow, Probe, Plan, and Select (SNAPPS), are proven to be effective and efficient ways to train learners. METHODS Online databases were used to identify articles published from 2014 to 2022 using the following terms: "physician assistant" or "nurse practitioner," "preceptor development," "preceptorship," "teaching methods," "pedagogy," "clinical teaching," and "medical education." Seventeen articles formed the basis of the scoping review of the literature. A singular author reviewed the articles. RESULTS Training resources help ease student instruction burden that preceptors experience. Many preceptors rely on clinical experience to guide their teaching methods. Introducing formal, structured teaching strategies can improve preceptors' effectiveness. By implementing preceptor training using structured teaching strategies, PA programs can decrease barriers for preceptors and potentially increase preceptor effectiveness and efficiency. CONCLUSIONS Training preceptors on using structured teaching strategies through workshops, asynchronous learning modules, and podcasts could provide preceptors with the support needed to educate clinical phase PA students. Physician assistant programs must explore best practices in clinical teaching and the associated education and operational outcomes.
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Affiliation(s)
- Rachel Cushing
- Rachel Cushing, DMSc, MPAS, PA-C, Creighton University, School of Medicine, Physician Assistant Program, Omaha, Nebraska
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Weiss KA, Baker SD, El-Sawi N, Gray V. Effectiveness of an Online Preceptor Development Program Across Health Professions. MEDICAL SCIENCE EDUCATOR 2024; 34:77-87. [PMID: 38510398 PMCID: PMC10948627 DOI: 10.1007/s40670-023-01923-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/19/2023] [Indexed: 03/22/2024]
Abstract
Introduction An online Preceptor Development Program (PDP) was developed to meet the needs of geographically dispersed preceptors across health professions. We aimed to measure the audience, their engagement, and effectiveness of an online PDP developed and implemented amid the COVID-19 pandemic. Methods The mixed methods study included survey and attendance data for live and asynchronous formats. T-tests compared overall session perception to self-reported session impact. Objective alignment and self-reported measures of impact were analyzed around Kirkpatrick's levels of reaction, learning, and behavior. Results Participants engaged in live and/or asynchronous PDP sessions from various professions, specialties, and geographical locations. Quantitative findings indicated significant associations between overall session perception and knowledge (session 2), competence (sessions 1, 2), and performance (session 1). Objectives were met, and key learning takeaways were reported. While most participants indicated no barriers to implementation, two barriers identified were a lack of time and uninterested students. Conclusion Participants were afforded flexibility and choice and likely benefitted in the areas of knowledge, competence, and behavior. This online PDP effectively addressed preceptor needs in common areas, including feedback. Future program development may include advisory group input and interactive learning opportunities.
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Affiliation(s)
- Kathleen A. Weiss
- Center for Educational Enhancement, Des Moines University, Des Moines, IA USA
| | - S. Dennis Baker
- Department of Family Medicine, Florida State University, Tallahassee, FL USA
| | - Nehad El-Sawi
- Office of Academic Affairs, Des Moines University, Des Moines, IA USA
| | - Vanessa Gray
- Continuing Medical Education Program, Des Moines University, Des Moines, IA USA
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Alexandraki I, Baker R, Kern A, Beck Dallaghan GL, Seegmiller J. Faculty Development for Community Preceptors: a Narrative Review of the Literature. J Gen Intern Med 2023; 38:1501-1515. [PMID: 36701025 PMCID: PMC9879558 DOI: 10.1007/s11606-023-08026-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 12/30/2022] [Indexed: 01/27/2023]
Abstract
Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings to train medical students. Whether community preceptors are well prepared for their teaching responsibilities is unknown. In addition, best practice for faculty development (FD) of this population of preceptors has not been defined. The authors conducted a narrative review of the literature to describe FD programs for community preceptors that may be helpful to medical schools for future planning. Many databases were searched from their establishment to May 2022. Studies that described FD programs for community preceptors were included. Data were organized according to program aim, duration, setting, participants, content, and outcomes. The Communities of Practice theoretical framework was used to present findings. From a total of 6308 articles, 326 were eligible for full review, 21 met inclusion criteria. Sixty-seven percent (14/21) conducted a needs assessment; 57% (12/21) were developed by the medical school; 81% (17/21) included only community preceptors. Number of participants ranged from six to 1728. Workshops were often (24%, 5/21) used and supplemented by role-play, online modules, or instructional videos. Few programs offered opportunities to practice with standardized learners. Content focused primarily on teaching skills. Five programs offered CME credits as an incentive for engagement. Participant surveys were most often used for program evaluation. Learner evaluations and focus groups were used less often. Participants reported satisfaction and improvement in teaching skills after attending the program. Faculty development for community preceptors is primarily delivered through workshops and online materials, although direct observations of teaching with feedback from FD faculty and learners may be more helpful for training. Future studies need to focus on the long-term impact of FD on community preceptors' teaching skills, identity formation as medical educators, and student learning.
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Affiliation(s)
- Irene Alexandraki
- University of Arizona College of Medicine-Phoenix, Phoenix, AZ, USA.
| | - Russell Baker
- WWAMI Medical Education Program, University of Idaho, Moscow, ID, USA
| | - Anne Kern
- University of Idaho, Coeur d'Alene, ID, USA
| | - Gary L Beck Dallaghan
- Department of Medical Education, University of Texas at Tyler School of Medicine, Tyler, TX, USA
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Dowhos K, Sherbino J, Chan TM, Nagji A. Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev). CAN J EMERG MED 2021; 23:390-393. [PMID: 33788176 PMCID: PMC8011059 DOI: 10.1007/s43678-020-00069-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Accepted: 12/15/2020] [Indexed: 11/29/2022]
Abstract
Attendance at faculty development events are often limited to those with time and interest, but all clinical teachers should have access to continuing faculty development. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy emergency medicine (EM) teachers associated with a distributed medical education network involving ten geographically distinct teaching sites. An evidence-informed education bundle on key principles for clinical teaching was developed. The education bundle included five topics, serialized via: an infographic series posted in distributed medical education EM departments, a podcast series and a blog. The target audience included 102 faculty members and 46 residents. Within 8 months of launching MAX FacDev, there were 1508 podcast listens and 7686 pageviews. An education bundle can efficiently deliver on-demand faculty development. Amplifying key messages via multiple channels increases the reach of faculty development and reinforces the messages.
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Affiliation(s)
- Krista Dowhos
- Division of Emergency Medicine, Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - Jonathan Sherbino
- Division of Emergency Medicine, Department of Medicine, McMaster Education Research Innovation and Theory (MERIT) Program, McMaster University, Hamilton, ON, Canada
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, McMaster Education Research Innovation and Theory (MERIT) Program, McMaster University, Hamilton, ON, Canada
| | - Alim Nagji
- Division of Emergency Medicine, Department of Family Medicine, McMaster University, Hamilton, ON, Canada.
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Pradhan A, Bliss S, Buery-Joyner S, Craig L, Everett E, Forstein D, Graziano S, Hopkins L, McKenzie M, Morgan H, Page-Ramsey S, Hampton S. To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools. MEDICAL SCIENCE EDUCATOR 2020; 30:1605-1610. [PMID: 33078082 PMCID: PMC7556763 DOI: 10.1007/s40670-020-01093-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2020] [Indexed: 06/11/2023]
Abstract
This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics (APGO) Undergraduate Medical Education Committee, is a review of issues to consider when integrating obstetrics and gynecology into a Longitudinal Integrated Clerkship (LIC) model. The background, objectives, and outcomes related to LIC are discussed. Specific challenges and solutions for structuring an LIC in the context of obstetrics and gynecology are examined, which include student/faculty issues as well as process matters such as general infrastructure and specific curriculum concerns.
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Affiliation(s)
- Archana Pradhan
- Department of Obstetrics, Gynecology, and Reproductive Sciences, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ USA
| | - Susan Bliss
- Obstetrics and Gynecology, Carolinas Medical Center, Charlotte, NC USA
| | - Samantha Buery-Joyner
- Department of Obstetrics and Gynecology, Virginia Commonwealth University INOVA Campus, Fairvax, VA USA
| | - LaTasha Craig
- Department of Obstetrics and Gynecology, Oklahoma University College of Medicine, Oklahoma City, OK USA
| | - Elise Everett
- Department of Obstetrics, Gynecology, and Reproductive Sciences, Larner College of Medicine at University of Vermont, Burlington, VT USA
| | - David Forstein
- Department of Obstetrics and Gynecology, Touro College of Osteopathic Medicine-Harlem, Manhattan, NY USA
| | - Scott Graziano
- Department of Obstetrics and Gynecology, Loyola School of Medicine, Chicago, IL USA
| | - Laura Hopkins
- Department of Obstetrics and Gynecology, Ottawa University, Ottawa, Canada
| | - Margaret McKenzie
- Department of Obstetrics and Gynecology, Cleveland Clinic Lerner College of Medicine, University of Michigan School of Medicine, Cleveland, OH USA
| | - Helen Morgan
- Department of Obstetrics and Gynecology, University of Michigan School of Medicine, Ann Arbor, MI USA
| | - Sarah Page-Ramsey
- Department of Obstetrics and Gynecology, UT Health San Antonio, San Antonio, TX USA
| | - Star Hampton
- Department of Obstetrics and Gynecology, Warren Alpert Medical School of Brown University, Providence, RI USA
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Mowchun JJ, Frew JR, Shoop GH. Education Research: A Qualitative Study on Student Perceptions of Neurology and Psychiatry Clerkship Integration. Neurology 2020; 96:e472-e477. [PMID: 32907965 DOI: 10.1212/wnl.0000000000010842] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE To explore student perceptions of the feasibility of neurology and psychiatry clerkship integration, including clinical education and competency evaluation, as there has been a call to improve undergraduate medical education integration of the disciplines to better develop physicians that can address nervous system disorders. METHOD Via a constructivist grounded theory approach, we carried out 5 focus groups in 2016-2017 with 28 medical students who completed both independent clerkships. Investigator triangulation was used with iterative interpretation comparisons, and themes were identified using constant comparative analysis. RESULTS Three major themes arose: (1) combining the clerkships was not favorable as students need sufficient time to delve deeper into each discipline; (2) students did not observe an integrated clinical approach by faculty; (3) there is positive value to making links between neurology and psychiatry for effective patient care. CONCLUSIONS Students emphasized the importance of making stronger links between the 2 disciplines for their learning and to improve patient care; however, they did not observe this clinical approach in the workplace. Students perceived that integration of neurology and psychiatry clerkships should occur via increased affinity of the complementary discipline by trainees and faculty in each specialty.
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Affiliation(s)
- Justin J Mowchun
- From the Departments of Neurology and Medical Education (J.J.M.) and Psychiatry and Medical Education (J.R.F.), Geisel School of Medicine at Dartmouth, Dartmouth-Hitchcock Medical Center, Lebanon; and Department of Medical Education (G.H.S.), Geisel School of Medicine at Dartmouth, Hanover, NH.
| | - Julia R Frew
- From the Departments of Neurology and Medical Education (J.J.M.) and Psychiatry and Medical Education (J.R.F.), Geisel School of Medicine at Dartmouth, Dartmouth-Hitchcock Medical Center, Lebanon; and Department of Medical Education (G.H.S.), Geisel School of Medicine at Dartmouth, Hanover, NH
| | - Glenda Hostetter Shoop
- From the Departments of Neurology and Medical Education (J.J.M.) and Psychiatry and Medical Education (J.R.F.), Geisel School of Medicine at Dartmouth, Dartmouth-Hitchcock Medical Center, Lebanon; and Department of Medical Education (G.H.S.), Geisel School of Medicine at Dartmouth, Hanover, NH
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Bartlett M, Couper I, Poncelet A, Worley P. The do's, don'ts and don't knows of establishing a sustainable longitudinal integrated clerkship. PERSPECTIVES ON MEDICAL EDUCATION 2020; 9:5-19. [PMID: 31953655 PMCID: PMC7012799 DOI: 10.1007/s40037-019-00558-z] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
INTRODUCTION The longitudinal integrated clerkship is a model of clinical medical education that is increasingly employed by medical schools around the world. These guidelines are a result of a narrative review of the literature which considered the question of how to maximize the sustainability of a new longitudinal integrated clerkship program. METHOD All four authors have practical experience of establishing longitudinal integrated clerkship programs. Each author individually constructed their Do's, Don'ts and Don't Knows and the literature that underpinned them. The lists were compiled and revised in discussion and a final set of guidelines was agreed. A statement of the strength of the evidence is included for each guideline. RESULTS The final set of 18 Do's, Don'ts and Don't Knows is presented with an appraisal of the evidence for each one. CONCLUSION Implementing a longitudinal integrated clerkship is a complex process requiring the involvement of a wide group of stakeholders in both hospitals and communities. The complexity of the change management processes requires careful and sustained attention, with a particular focus on the outcomes of the programs for students and the communities in which they learn. Effective and consistent leadership and adequate resourcing are important. There is a need to select teaching sites carefully, involve students and faculty in allocation of students to sites and support students and faculty though the implementation phase and beyond. Work is needed to address the Don't Knows, in particular the question of how cost-effectiveness is best measured.
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Affiliation(s)
- Maggie Bartlett
- Education in General Practice, Dundee University School of Medicine, Dundee, UK.
| | - Ian Couper
- Faculty of Medicine and Health Sciences, Ukwanda Centre for Rural Health, Stellenbosch University, Stellenbosch, South Africa
| | - Ann Poncelet
- Department of Neurology, University of California, San Francisco, CA, USA
| | - Paul Worley
- Department of Health, GPO Box 9848, 2601, Canberra, Australian Capital Territory, Australia
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