Improving Preceptor Behavior Through Formative Feedback in Preceptor Training

Abstract

Context Clinical instructor educators (CIEs) prepare athletic trainers (ATs) to serve as preceptors. Structured performance observation and supervisory conferencing is a well-established method to improve teaching practice that may prove effective for training preceptors. Objective To explore the impact of a systematic preceptor training program on preceptor behaviors. Design Mixed-methods, quasi-experimental, pre-post design using a systematic observational tool for measuring preceptor behaviors, postintervention survey, and focus group interview. Setting Two collegiate athletic training facilities. Patients or Other Participants Three ATs serving as preceptors (2 men, 1 woman) with 5.7 ± 5.5 years supervising students. Intervention(s) Preceptor training including a CIE-preceptor planning conference, video-recorded observation session that was coded using an Observational Record of Clinical Educator Behavior (ORCEB) coding form, and CIE-preceptor feedback conference conducted over a 4-week period. Main Outcome Measure(s) We used the ORCEB to count the frequency of 4 categories of preceptor behaviors demonstrated every 5 seconds during a 30-minute clinical education session. Frequency counts for each category of behavior and percentage of change preintervention to postintervention were calculated. A postintervention survey and focus group interview evaluated perceptions of intervention effectiveness. Results Aggregate mean frequency counts for the giving information category increased by 272.8% preintervention (41.7 ± 27.5) to postintervention (155.3 ± 62), evaluating students increased 185.7% preintervention (4.7 ± 8.1) to postintervention (13.3 ± 11.1), and behaviors that promote problem solving increased 257.9% preintervention (6.3 ± 2.3) to postintervention (22.7 ± 13.4). Behaviors that do not promote student engagement decreased 45.1% preintervention (307.3 ± 33.3) to postintervention (168.7 ± 55.8). The survey (4.0–4.7 ± 0.0–0.6) and focus group results support a positive perception on impact of the intervention on the role as preceptor. Conclusions Our study supports a systematic training program as a favorable method for increasing effective preceptor behaviors. Limitations of our study include a small sample size and inclusion of only 1 athletic training education program.