Achieving Consistency with Clinical Preceptors

Achieving Consistency with Clinical Preceptors

Michelle DanielSteven RougasEugene Corbett

Clinical

Basic Science

Vertical Curricular Integration

Yr 4

Yr 1

Clinical Preceptors

Consistency

Faculty Development “101” for Clinical Preceptors

Cognitive Apprenticeship

Barriers to Achieving Consistency

Ewe’s are blocking the road

Major Barriers Recruitment and retention

Communication

Understanding the formal and hidden curriculum

Tailoring teaching to learner level

Balancing the competing demands of the workplace and learning

Following up with, mentoring, and holding faculty accountable

Recruitment ◦ Make education personally valuable (fun, rewarding to work with

students, opportunities for professional growth)◦ Offer time / monetary compensation if possible* ◦ Promote non-$ benefits (faculty appt, CME, library / athletic access) ◦ Network and communicate with department chairs◦ Use senior medical students, standardized patients, and allied health

professionals for teaching certain skills

Retention◦ Document faculty contribution for promotion◦ Teaching awards / recognition◦ Provide mentoring and meaningful faculty development◦ Work with department chairs & deans on payment issues*

*Via DOCS, demonstrate a national standard for reimbursement

Recruitment and Retention

Communication• Face to face (best) – 1:1, OSTEs– Small / large groups

• Technology– Email – Youtube clips– Teaching / faculty development websites

Major BarriersUnderstanding the formal and hidden curriculum

Tailoring teaching to learner level

Balancing the competing demands of the workplace and learning

DEFINE the barrier, Generate 3-5 solutions using CA theory

Wrap up• Following up• Mentoring• Holding faculty accountable