Integrating a Preceptor Model within the Undergraduate Radiation Therapy Clinical Training: A Pilot Study

Abstract

BackgroundPreceptorship is recognized internationally as an effective method for enhancing student learning and experience in the clinical environment. The CAMRT recognizes effective preceptorship as a best practice strategy. The implementation of planning redesign provided the impetus to formalize preceptorship at our clinical site with the intent to improve students' experience in planning. Anecdotal reports from previous students revealed that planning is a difficult area to integrate into and navigate. They often feel lost and on the sidelines: “There are therapists in the room and then you turn around and they are all gone and you are by yourself.”PurposeThe preceptorship pilot was designed to augment the learning experience of radiation therapy students in the planning area by enhancing a learning environment that creates safety, engages the students, and facilitates coaching, while providing excellence in care.MethodsA proposal was approved by administration and implemented September 2014. A call for participants was sent to all radiation therapists (planners) with the intent to recruit a minimum of eight therapists. Nine volunteers were recruited. A needs assessment was completed by all volunteers. Each preceptor completed a self-assessment of their skills, characteristics and attributes. An introductory workshop for the preceptors explored the roles, responsibilities of precepting and a review of feedback principles. Students were introduced to the concept of precepting and met their assigned preceptors during their orientation for their planning rotation. Upon the conclusion of their rotation, students completed evaluations of their preceptors.Benefits/ChallengesPreliminary feedback from the students indicates a positive experience in their planning rotation: “Provided a great environment to learn in.” Clinical coordinator observations noted that students were more involved in all aspects of the planning department and utilized their preceptors for maximizing their experiences. There are challenges for the preceptors to participate in the faculty development due to workload.Recommendations/LearningsEarly indicators support continuing the pilot project in the winter semester. Learnings include acknowledging the dual responsibilities of the preceptors by responding with flexibility in timing for workshops and booking preceptor student meetings, respecting the importance of the continued excellence of care as a priority to student learning. BackgroundPreceptorship is recognized internationally as an effective method for enhancing student learning and experience in the clinical environment. The CAMRT recognizes effective preceptorship as a best practice strategy. The implementation of planning redesign provided the impetus to formalize preceptorship at our clinical site with the intent to improve students' experience in planning. Anecdotal reports from previous students revealed that planning is a difficult area to integrate into and navigate. They often feel lost and on the sidelines: “There are therapists in the room and then you turn around and they are all gone and you are by yourself.” Preceptorship is recognized internationally as an effective method for enhancing student learning and experience in the clinical environment. The CAMRT recognizes effective preceptorship as a best practice strategy. The implementation of planning redesign provided the impetus to formalize preceptorship at our clinical site with the intent to improve students' experience in planning. Anecdotal reports from previous students revealed that planning is a difficult area to integrate into and navigate. They often feel lost and on the sidelines: “There are therapists in the room and then you turn around and they are all gone and you are by yourself.” PurposeThe preceptorship pilot was designed to augment the learning experience of radiation therapy students in the planning area by enhancing a learning environment that creates safety, engages the students, and facilitates coaching, while providing excellence in care. The preceptorship pilot was designed to augment the learning experience of radiation therapy students in the planning area by enhancing a learning environment that creates safety, engages the students, and facilitates coaching, while providing excellence in care. MethodsA proposal was approved by administration and implemented September 2014. A call for participants was sent to all radiation therapists (planners) with the intent to recruit a minimum of eight therapists. Nine volunteers were recruited. A needs assessment was completed by all volunteers. Each preceptor completed a self-assessment of their skills, characteristics and attributes. An introductory workshop for the preceptors explored the roles, responsibilities of precepting and a review of feedback principles. Students were introduced to the concept of precepting and met their assigned preceptors during their orientation for their planning rotation. Upon the conclusion of their rotation, students completed evaluations of their preceptors. A proposal was approved by administration and implemented September 2014. A call for participants was sent to all radiation therapists (planners) with the intent to recruit a minimum of eight therapists. Nine volunteers were recruited. A needs assessment was completed by all volunteers. Each preceptor completed a self-assessment of their skills, characteristics and attributes. An introductory workshop for the preceptors explored the roles, responsibilities of precepting and a review of feedback principles. Students were introduced to the concept of precepting and met their assigned preceptors during their orientation for their planning rotation. Upon the conclusion of their rotation, students completed evaluations of their preceptors. Benefits/ChallengesPreliminary feedback from the students indicates a positive experience in their planning rotation: “Provided a great environment to learn in.” Clinical coordinator observations noted that students were more involved in all aspects of the planning department and utilized their preceptors for maximizing their experiences. There are challenges for the preceptors to participate in the faculty development due to workload. Preliminary feedback from the students indicates a positive experience in their planning rotation: “Provided a great environment to learn in.” Clinical coordinator observations noted that students were more involved in all aspects of the planning department and utilized their preceptors for maximizing their experiences. There are challenges for the preceptors to participate in the faculty development due to workload. Recommendations/LearningsEarly indicators support continuing the pilot project in the winter semester. Learnings include acknowledging the dual responsibilities of the preceptors by responding with flexibility in timing for workshops and booking preceptor student meetings, respecting the importance of the continued excellence of care as a priority to student learning. Early indicators support continuing the pilot project in the winter semester. Learnings include acknowledging the dual responsibilities of the preceptors by responding with flexibility in timing for workshops and booking preceptor student meetings, respecting the importance of the continued excellence of care as a priority to student learning.