Guide for Family and Community Medicine Clerkship Preceptors · Revised July 2016 Guide for Family and Community Medicine Clerkship Preceptors

Revised July 2016

Guide for Family and Community

Medicine Clerkship Preceptors

1

TABLE OF CONTENTS

2

I. Clerkship Personnel

3

II. Goals and Learning Objectives

III. Assignment of students

1 Rogers J, Corboy J, Dains J, Huang W, Holleman W, Bray J, Monteiro M. Task-oriented processes in care (TOPIC): a proven model for teaching

ambulatory care. Family Medicine 2003 May;35(5):337-42. http://stfm.org/fmhub/fm2003/may03/Rogers.pdf 2 Rogers JC, Corboy JE, Huang WY, Monteiro FM. The Task-oriented Processes in Care (TOPIC) Model in Ambulatory Care. New York, Springer

Publishing Company, 2004. 3 Stuart MR, Krauser PS. Using goals and objectives in the community family medicine rotation. Family Medicine 1997;29(2):92.

4

IV. Student Schedule

5

V. Orientation of your student

4 Steele DJ. Orienting medical students in community-based teaching sites. Family Medicine 1997;29(9):614-5.

6

VI. Patient Care and other Learning Experiences

7

5 Allowing Medical Student Documentation in the Electronic Health Record. Compliance Advisory: Electronic Health Records (EHRs) in Academic

Health Centers. Association of American Medical Colleges, 2014. Available at:

https://www.aamc.org/download/316610/data/advisory3achallengefortheelectronichealthrecordsofacademicinsti.pdf 6 Moser S, Callaway P, Kellerman R. Involving the Office Staff in Teaching Medical Students. Family Medicine 2002:34(8):565-6. Available at:

http://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol34Issue8Moser565.pdf 7 Shreve R, Kaprielian VS. Independent Activities for Student Learning During Community-based Rotations Family Medicine 1998;30(6):408-9.

8

VII. Teaching and learning

8 Neher JO, Gordon KC, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract 1992 Jul-Aug;5(4):419-

24 9 Neher JO, Stevens NG. The one-minute preceptor: shaping the teaching conversation. Family Medicine 2003 Jun;35(6):391-3. Available at:

http://stfm.org/fmhub/fm2003/jun03/stevens.pdf 10 Qualters DM. Observing students in a clinical setting. Family Medicine 1999;31(7):461-2. 11 Epstein RM, Cole DR, Gawinski BA, Piotrowski-Lee S, Ruddy NB. How students learn from community-based preceptors. Arch Fam Med. 1998

Mar-Apr;7(2):149-54. 12 Manyon A, Shipengrover J, McGuigan D, Haggerty M, James P, Danzo A. Defining differences in the instructional styles of community

preceptors. Fam Med. 2003 Mar;35(3):181-6. http://stfm.org/fmhub/fm2003/mar03/mse.pdf

9

VIII. Feedback

13 Kaprelian VS, Gradison M. Effective use of feedback. Family Medicine 1998;30(6):406-7. 14 Ende J. Feedback in clinical medical education. JAMA 1983;250(6):777-81 15 LeBaron SWM, Jernick J. Evaluation as a dynamic process. Family Medicine 2000;32(1):13-4. Available at:

http://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol32Issue1LeBaron13.pdf 16 Dobbie A, Tysinger JW. Evidence-based strategies that help office-based teachers give effective feedback. Family Medicine 2005;37(9);617-9.

Available at: http://www.stfm.org/fmhub/fm2005/October/Alison617.pdf

10

IX. Evaluation

17 Langlois JP, Thach S. Evaluation using the GRADE strategy. Family Medicine 2001;33(3):158-60. Available at:

http://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol33Issue3Langlois158.pdf