Preceptor Perceptions Research Articles

Preceptor perceptions of block scheduling and institutional track programs to prepare APPE students for residency or hospital careers

IntroductionButler University College of Pharmacy and Health Sciences (BUCOPHS) and Purdue University College of Pharmacy (PUCOP) created Block Scheduling and Institutional Track programs with the goal of better preparing students interested in pursuing postgraduate residency and/or a career in institutional practice. While informal feedback has been positive from both students and preceptors, more formalized feedback was sought. The objective of this study was to determine whether preceptors perceived additional benefits in precepting students selected through Block Scheduling and Institutional Track programs compared to students scheduled on rotations through a traditional preference or optimization process. MethodsA 12-item electronic survey instrument was sent to BUCOPHS and PUCOP preceptors who had precepted block-scheduled and/or institutional track students in the 2014–15 and 2015–16 academic years. ResultsThe majority of preceptors (71.4%) felt that the time they spent orienting block and institutional track students was less or significantly less when compared to orienting traditionally scheduled students. Seventy-three percent (73.2%) of preceptors reported that block-scheduled and institutional track students were more or significantly more prepared for residency positions than traditional students. The majority of preceptors (93%) indicated they would recommend block scheduling or an institutional track to other practice sites. Reported benefits to the preceptor included additional time to dedicate to patient care, additional time to complete projects and initiatives for the pharmacy department, and publishable research produced from student projects mentored. ConclusionPreceptors perceived benefits in precepting block-scheduled and institutional track students compared to traditionally scheduled rotation students.

Development Trajectories and Predictors of the Role Commitment of Nursing Preceptors.

The commitment of nursing preceptors to their role is an important driving force that supports their clinical teaching and affects teaching quality. Role commitment undergoes dynamic development and thus changes over time. Existing studies have utilized only cross-sectional study designs and have not analyzed the changes in commitment trajectories with related factors. This study aimed to investigate the development trajectories of the commitment of preceptors and to examine the predictors between the trajectories of role commitment among nursing preceptors. A single-group, repeated-measures design was adopted, and 59 participants completed the Commitment to the Preceptor Role Scale and the Preceptor's Perception of Support Scale. The latent class growth analysis method was used to estimate the trajectory class patterns. The Wilcoxon rank-sum test, a nonparametric method, was used to compare the differences in demographic characteristics between the trajectories of commitment among nursing preceptors. Predictors were examined using binary logistic regression analysis. The two-class model was the best-fitting model to describe the trajectories of nursing preceptor commitment. The two classes in this model were "low commitment," which accounted for 90.3% of all the participants, and "high commitment," which accounted for 9.7%. A significant difference was found between the two classes in terms of motivation for being a preceptor (p = .048). Neither demographic characteristics nor organizational support had a predictive effect on the trajectories of commitment development. This study found a low level of role commitment among new preceptors. Moreover, internal motivation was found to be a significant factor affecting the trajectories of this commitment. Therefore, institutions should foster an appropriate environment to enhance the role identity of preceptors as well as cultivate and stimulate their commitment to this role.

Preceptor Perceptions of Virtual Quality Assurance Experiential Site Visits

Objective. To determine preceptor perceptions of the value of experiential quality assurance site visits between virtual and onsite visits, and to gauge preceptor opinions of the optimal method of site visits based on the type of visit received. Methods. Site visits (12 virtual and 17 onsite) were conducted with 29 APPE sites located at least 200 miles from campus. Participating preceptors were invited to complete an online post-visit survey adapted from a previously validated and published survey tool measuring preceptor perceptions of the value of traditional onsite visits. Results. Likert-type score averages for survey questions ranged from 4.2 to 4.6 in the virtual group and from 4.3 to 4.7 in the onsite group. No statistically significant difference was found between the two groups. Preceptors were more inclined to prefer the type of visit they received. Preceptors receiving onsite visits were also more likely to indicate no visit type preference. Conclusion. Preceptors perceived value from both onsite and virtual site visits. Preceptors who experienced virtual site visits highly preferred that methodology. This study suggests that virtual site visits may be a viable alternative for providing experiential quality assurance site visits from a preceptor's perspective.

Aquisição de habilidades em cirurgia videolaparoscópica por residentes em cirurgia geral após treinamento em um simulador de alta fidelidade

AIMS: To observe the acquisition of skills in videolaparoscopic surgery in a group of residents of general surgery, after training in a high fidelity simulator.METHODS: Case series with a qualitative, descriptive and applied approach. The participants were residents of general surgery who had already completed the surgical techniques module and accomplished the training in a high-fidelity simulator of videolaparoscopy. Data were collected through a semi-structured questionnaire applied to the residents after the training and interviews with the preceptors surgeons, recorded between one year and a year and a half after the training, when the residents were already performing the procedure in real patients.RESULTS: According to the inclusion criteria, the responses of seven general surgery residents were analyzed. After simulator training, they reported to have acquired skills in videolaparoscopic procedures. Two among the interviewed residents mentioned that they have had difficulties in performing the tasks due to the high sensitivity required by the simulator in some procedures. The "Six-Steps" methodology used during simulator training was well accepted by the residents. The importance of the presence of a tutor during the use of the simulator was pointed out. The videolaparoscopic surgery preceptors reported that skills acquired by the residents after training in the high-fidelity simulator were transferred to the same procedure in real patients.CONCLUSIONS: The present study allows to conclude that, according to the technical perception and criticals of residents and preceptors of the medical residency program in general surgery, the standardized training using the high-fidelity videolaparoscopic surgery simulator has proved to be effective for skills acquisition by this group of residents, including future surgical procedures in real patients.

The 50/50 Block Schedule: Impact on Residents' and Preceptors' Perceptions, Patient Outcomes, and Continuity of Care

ABSTRACTProblem: Traditionally, internal medicine continuity clinic consists of a half day per week, regardless of rotation, which may create conflict with ongoing inpatient responsibilities. A 50/50 block schedule, which alternates inpatient and outpatient rotations and concentrates continuity clinic during outpatient rotations, minimizes conflicting responsibilities. However, its impact on patient care has not been widely studied. Continuity is a concern, and intervisit continuity in particular has not been evaluated. Intervention: We implemented a 50/50 block model with “clinic buddy” system to optimize continuity and assessed outcomes pre- and postintervention. Residents alternated inpatient and elective blocks, with clinic 1 full day per week on elective blocks only. Resident and preceptor perceptions were measured using 5-point Likert surveys to evaluate impact on clinic experience and workload. The authors calculated visit and intervisit continuity using a Usual Provider of Care index and measured blood pressure and hemoglobin A1c as quality markers to evaluate the impact on continuity and quality of care. Context: Participants were 208 medicine residents and 39 core faculty members at 3 University of Pittsburgh Medical Center clinics. The intervention was implemented in June 2014. Outcome: In the 50/50 system, inpatient distractions decreased (3.59 vs. 1.71, p < .001). Residents more strongly agreed that there was adequate time for conferences (3.33 vs. 4.05), they worked well within the system to achieve best patient care (3.13 vs. 3.61), and multidisciplinary teams worked well together (3.51 vs. 4.08) (all p < .001). Intervisit continuity was unchanged (73%, both models, p = .79). Visit continuity decreased (67.2% vs. 63.7%, p < .001). Blood pressure and hemoglobin A1c were unchanged. Lessons Learned: This 50/50 model minimized inpatient distractions in clinic and increased perceived time for learning. Residents reported improved sense of patient ownership, relations within the multidisciplinary team, and integration into the clinic system. Intervisit continuity was preserved, visit continuity was slightly decreased, and patient outcomes were not impacted in this model.

Student and preceptor perceptions of primary health care clinical placements during pre-service education: Qualitative results from a quasi-experimental study.

As a practice discipline, nursing education has a mandate to collaborate with all clinical settings, including primary health care (PHC), to prepare nursing students to function effectively in different settings upon deployment. Prior to 2011, nursing and midwifery students received minimal exposure to PHC settings in Lesotho. In 2010, the Maternal and Child Health Integrated Program began working with nurses' training institutions to support PHC clinical placements. Between April 2013 and June 2014, a multi-methods study was conducted to describe the effect of PHC placements on students and preceptors. The study employed qualitative methods, namely seven focus group discussions (FGDs), held with 69 students and preceptors. Data analysis followed the principles of grounded theory. Students, nurse educators and preceptors perceived PHC clinical placements as appropriate settings for acquisition of a variety of country relevant clinical experiences for nurses and midwives in Lesotho. Students expressed their likelihood to accept deployment at PHC settings post-graduation. Preceptors indicated that PHC clinical placements re-enforced the importance of continuing education for practicing clinicians. The placements supported an increase in competence and confidence of nursing and midwifery students, which will likely aid their transition into the workforce and perhaps increase the likelihood for the young professionals to accept deployment to these areas post-graduation. Given the disease burden in Lesotho and that majority of Basotho people access healthcare at the PHC level, every effort should be taken to ensure that nursing and midwifery students get adequate exposure to health care provision at these facilities.

Student and Preceptor Perceptions of the Summer Clinical Practicum: An Assessment of the First Year Clinical Skills Capstone.

This article was migrated. The article was marked as recommended. Objective: As the first new medical school chartered in the 21 st century, FSUCOM adopted a unique approach to medical education. Beyond the expected basic science courses, first year students participate in a year-long Doctoring and Clinical Skills Course. The first year culminates in a three week Summer Clinical Practicum (SCP) emphasizing mission centric populations. We designed a survey to assess medical student and clinical preceptor impressions of the SCP for purposes of quality improvement. Methods: Students in their second, third, and fourth years and their preceptors were included in a cross sectional descriptive study. All participants responded to an electronic web based survey developed and administered in Summer 2016. The overall student response rate was 32%, while 53% of preceptors participated. Results: Survey results indicated that the SCP first year capstone experience is highly valued by students and preceptors alike. We found a high concordance of perceptions between student cohorts spanning three years and faculty preceptor respondents. For purposes of programmatic planning and quality improvement there was strong support for maintaining the current length for the SCP at three weeks. Additionally, survey findings appear to support ongoing perceived benefit from the early clinical exposure summer experience, with students agreeing that the SCP helped focus their learning as M-2s, and influenced their readiness for subsequent clinical clerkships. Conclusion: Our study supports the growing body of knowledge that early clinical experience for matriculating medical students is not only feasible, but desirable, and has lasting effects throughout their undergraduate medical education.

Resident and Preceptor Perceptions of Preceptor Integration Into Resident Clinic Scheduling Templates.

Some internal medicine residency programs on X+Y schedules have modified clinic preceptor schedules to mimic those of the resident cohort (resident matched). This is in contrast to a traditional model, in which preceptors supervise on the same half-day each week. We assessed preceptor and resident perceptions of the 2 precepting models. We surveyed 44 preceptors and 97 residents at 3 clinic sites in 2 academic medical centers. Two clinics used the resident-matched model, and 1 used a traditional model. Surveys were completed at 6 months and 1 year. We assessed resident and preceptor perceptions in 5 domains: relationships between residents and preceptors; preceptor familiarity with complex patients; preceptor ability to assess milestone achievements; ability to follow up on results; and quality of care. There was no difference in perceptions of interpersonal relationships or satisfaction with patient care. Preceptors in the resident-matched schedule reported they were more familiar with complex patients at both 6 months and 1 year, and felt more comfortable evaluating residents' milestone achievements at 6 months, but not at 1 year. At 1 year, residents in the resident-matched model perceived preceptors were more familiar with complex patients than residents in the traditional model. The ability to discuss patient results between clinic weeks was low in both models. The resident-matched model increased resident and preceptor perceptions of familiarity with complex patients and early preceptor perceptions of comfort in assessment of milestone achievements.

Perception about the Medical Internship at Federal University of Rio de Janeiro by the Service’s Preceptors in Primary Health Care: a Case Study

ABSTRACT Introduction A preceptor is understood as a health care professional with an important role in introducing students and recently graduated doctors into professional practice. However, studies into medical teaching in the Family Health Strategy (FHS) have shown inadequacies in the quality, training and time spent by the tutors with students. In the municipality of Rio de Janeiro (RJ), the expansion of the FHS was belated, resulting in a vacuum of medical students being inserted into the network. Objective To understand the perception of Family Health Strategy physician preceptors regarding their performance with medical student interns from the Federal University of Rio de Janeiro (UFRJ). Methods This is a case study which employed a qualitative method and took place in the city of Rio de Janeiro (RJ). Semi-structured interviews were conducted between September 2011 and March 2012, with 15 preceptors from six Family Clinics receiving UFRJ medical interns. Interviews were recorded, transcribed, read and subjected to thematic content analysis, resulting in the establishment of five categories: encouragement and motivation; appreciation; training; real world versus academic world; teaching-service integration. Results The preceptors report that they feel recognized and encouraged by the students, but do not feel appreciated by the service coordinators, who fail to allocate adequate space and time to their preceptorship activities. A good relationship is established with both tutors and students. The preceptors would like to be trained in preceptorship and to strengthen their ties to UFRJ. They view their time with the students as both precious and challenging, because it stimulates them to rethink their care practices. They recognize in the internship the opportunity for students to gain practical experience of what has been learned in theory. Conclusion The preceptors’ work is supported by the good relationship established between preceptors, tutors and students but efforts are needed to value the professionals who perform this practice.

Student, Preceptor, and Faculty Perceptions of Three Clinical Learning Models.

Nursing faculty members strive to use optimal clinical learning environments that educate students for clinical competence and sense of salience. The purpose of this study was to offer insight into the perceptions of students, preceptors, and faculty in three clinical models: traditional, precepted, and a hybrid blend. One hundred fifty students, seven preceptors, and 12 faculty members responded to open-ended survey questions about their experience in one of the models. Conventional content analysis revealed themes for each group and theme intersections across groups. The students' themes included Making Connections (traditional), The Land of Opportunity (precepted), and The Total Package (hybrid). Preceptor themes included Giving of Self and Reflection on Practice. The Value of the Nurse theme emerged from faculty responses across all models. Students desired additional skill performance, and preceptors suggested improved communication and role clarity. Clinical models that maximize faculty and preceptor expertise should be formalized and studied. [J Nurs Educ. 2017;56(5):281-286.].

Organizational readiness for change: Preceptor perceptions regarding early immersion of student pharmacists in health-system practice.

To examine preceptors' perceptions regarding readiness for change pre- and post-implementation of a pilot early immersion program engaging student pharmacists in direct patient care. Student pharmacists enrolled in the second professional year of a Doctor of Pharmacy degree program completed a four-week health-system introductory pharmacy practice experience (IPPE) which was modified to include direct patient care roles in operational (drug preparation and dispensing) and clinical (comprehensive medication management) pharmacy environments. Pharmacy preceptors with direct oversight for program implementation completed a pre/post Organizational Readiness for Implementing Change (ORIC) survey and a 50-min interview or focus group post-experience. The ORIC survey evaluates two dimensions of organizational readiness for change - change commitment and change efficacy. Additional items assessed included implementation needs, support, and perceived value of the change. ORIC survey constructs were compared before and after the experience. Interviews and focus groups were audio recorded, transcribed, and evaluated by constant comparative analysis. A mixed methods approach was used to triangulate findings and develop greater understanding of the ORIC survey results. Twenty pharmacy preceptors (37±8 years of age, 60% female, 65% clinical pharmacist position, 70% prior preceptor experience) participated in the study. There were no significant changes in pre/post survey constructs, except for a decline in the perception of organizational change commitment (p<0.001). Sub-analyses indicated the decline was associated with items assessing individual dedication and individual commitment to the change (p<0.05 for both). Primary emerging themes from interviews included concerns about implementation requirements, contextual factors of the experience that affected implementation, and varying perceptions about the value of early immersion across preceptor roles. As pharmacy curricula immerse student pharmacists in practice earlier in their education, pharmacy departments can utilize the ORIC survey to identify preceptors' commitment and concerns to support the necessary changes for student pharmacist engagement.

Percepção sobre o Internato de Medicina da Universidade Federal do Rio de Janeiro pelos Preceptores do Serviço na Atenção Básica: um Estudo de Caso

RESUMO Introdução O preceptor é entendido como o profissional da rede assistencial que tem importante papel na inserção do graduando e do recém-graduado na prática profissional. Entretanto, estudos sobre o ensino da prática médica na Estratégia Saúde da Família (ESF) têm mostrado inadequações na qualidade, na capacitação e no tempo destinado pelos preceptores aos estudantes. No município do Rio de Janeiro (RJ), a expansão da ESF se deu tardiamente, o que resultou num vácuo da inserção do aluno de Medicina na rede. Objetivo Conhecer as percepções dos médicos preceptores da Estratégia Saúde da Família quanto à sua atuação junto aos internos de Medicina da Universidade Federal do Rio de Janeiro (UFRJ). Método Pesquisa exploratória, do tipo estudo de caso, de abordagem qualitativa, realizada no município do RJ. Foram realizadas entrevistas semiestruturadas, entre setembro de 2011 e março de 2012, com 15 preceptores das seis Clínicas da Família que recebem internos de Medicina da UFRJ. As entrevistas foram gravadas, transcritas, lidas e tratadas por meio da técnica de análise de conteúdo temática, da qual emergiram cinco categorias: estímulo e motivação; valorização; capacitação; mundo real versus mundo acadêmico; integração ensino-serviço. Resultados Os preceptores se sentem reconhecidos e estimulados pelos alunos, mas não sentem a valorização pela chefia do serviço, que não libera espaço físico e horário para as atividades. Há uma boa relação estabelecida com os tutores e os alunos da UFRJ, mas desejam receber capacitação para a preceptoria e estreitar o vínculo com a UFRJ. Percebem o tempo destinado ao aluno como precioso e ao mesmo tempo desafiador, estimulando-os a repensar suas práticas do cuidado. Reconhecem no estágio a oportunidade para os internos vivenciarem na prática o que foi apreendido na teoria. Conclusão A prática de preceptoria encontra sustentação na boa relação estabelecida entre os preceptores, tutores e alunos, mas são necessários esforços para a valorização dos profissionais que desempenham esta prática.

Perceptions of Family Nurse Practitioner Clinical Preceptors About Usefulness of Onsite Clinical Site Visits.

Clinical site visits are important for evaluating graduate nursing students' clinical success. This descriptive study surveyed family nurse practitioner preceptors' perceptions of modalities for conducting site visits. Results indicated that preceptors believe faculty should make at least 1 face-to-face site visit to observe a student during the semester. No preference for telephone or mobile technology for conducting site visits was identified. The study provides important considerations when designing guidelines for faculty site visits.

Pharmacy residents’ perception of preceptors as role models

Pharmacy residents' perception of preceptors as role models was evaluated. A 55-item survey instrument was developed, pilot tested, and distributed to pharmacy residents in Kentucky. Respondents used a 5-point Likert scale to rate the importance of selected preceptor characteristics in current and ideal preceptors. The percentage of residents who viewed their preceptors as role models was the primary outcome. The secondary outcome was the lack of concordance, if any, between each characteristic, quality, and component by comparing characteristics valued by residents versus characteristics exemplified by current preceptors. A total of 69 pharmacy residents (77% response rate) responded to the survey. There was no significant difference between the proportion of residents who thought it was important for a preceptor to be a role model (67 of 69 residents [97%]) and the proportion who perceived their current preceptor as a role model (59 of 69 residents [86%]) (p = 0.271). The mean resident response showed that current preceptors exhibited clinical (p = 0.014) and teaching (p < 0.001) qualities significantly less than did ideal preceptors. The mean resident response showed no significant difference in ideal and current preceptors' personal qualities. Pharmacy preceptors in Kentucky were perceived by pharmacy residents to be role models with excellent personal qualities but needing improvement in teaching and clinical qualities. Preceptors with less than 10 years of experience were perceived to have better teaching and clinical qualities and to be more effective when compared with preceptors with more years of experience.

Preceptor perceptions of fourth year student pharmacists’ abilities regarding patient counseling on therapeutic lifestyle changes

ObjectiveAdvanced pharmacy practice experiences (APPEs) provide an opportunity for students to showcase health and wellness knowledge and skills attained during didactic education. The primary objective of this study was to assess preceptor perceptions of how well pharmacy year four (PY4) students are prepared to provide guideline-based and patient-specific therapeutic lifestyle change (TLC) counseling at onset of an APPE rotation. A secondary objective included assessment of differences in counseling abilities if the preceptor considered the student normal weight versus overweight or obese, or if they were a known smoker. MethodsA questionnaire containing Likert questions about perceptions regarding TLC counseling was distributed electronically in October 2014 to 708 PY4 preceptors from two pharmacy schools. Only preceptors who routinely provided TLC counseling were included in data analysis that were done using descriptive statistics. The project was approved by both universities’ institutional review boards. ResultsThe survey was completed by 165 PY4 preceptors (response rate = 23.3%), and 67 met inclusion criteria. Regarding nutrition counseling, a greater percentage of preceptors agreed that students more adequately provided counseling per guidelines (79.1%) versus individual patient needs (62.6%). Preceptors perceived students of normal weight were more likely to provide adequate lifestyle-modification counseling to overweight/obese patients (81%) compared to students that were overweight/obese themselves (69%). Students of normal weight were perceived to be more likely to adequately counsel normal weight patients on lifestyle modifications (81%) compared to students that were overweight/obese (64%). Students who smoked were perceived to adequately counsel about not smoking, though, to a lesser degree than students who were non-smokers. ImplicationsWhile students are perceived as adequately equipped to provide guideline-based recommendations, there is room for improvement in providing patient-specific counseling. Additionally, it is perceived that student health status related to weight impacts TLC counseling.

Perceptions of pharmacy clerkship students and clinical preceptors regarding preceptors' teaching behaviors at Gondar University in Ethiopia.

This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors' teaching behaviors at Gondar University. A cross-sectional study was conducted among pharmacy clerkship students and preceptors during June 2014 and December 2015. A 52-item structured questionnaire was self-administered to 126 students and 23 preceptors. The responses are presented using descriptive statistics. The Mann-Whitney U test was applied to test the significance of differences between students and preceptors. The response rate was 89.4% for students and 95.6% for preceptors. Statistically significant differences were observed in the responses regarding two of the five communication skills that were examined, six of the 26 clinical skills, and five of the 21 parameters involving feedback. The mean scores of preceptors (2.6/3) and students (1.9/3) regarding instructors' ability to answer questions were found to be significantly different (P= 0.01). Students and preceptors gave mean scores of 1.9 and 2.8, respectively, to a question regarding preceptors' application of appropriate up-to-date knowledge to individual patients (P= 0.00). Significant differences were also noted between students and instructors regarding the degree to which preceptors encouraged students to evaluate their own performance (P= 0.01). Discrepancies were noted between students and preceptors regarding preceptors' teaching behaviors. Preceptors rated their teaching behaviors more highly than students did. Short-term training is warranted for preceptors to improve some aspects of their teaching skills.

Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.

Osteopathic medical students' perception of teaching effectiveness of their primary care clinical preceptors

BackgroundPrimary care clinical preceptors, including physicians practicing family medicine, general internal medicine and pediatrics, are important members of the osteopathic medical school faculty. They train, teach, and mentor medical students. Their role is crucial in achieving the mission of several osteopathic medical schools – that of preparing primary care physicians to provide quality patient care. ObjectiveWe investigated the perception of effective preceptor teaching by the evaluations of third and fourth year students from one osteopathic medical school. We sought to answer the following questions: 1) Do osteopathic medical students' perception of primary care clinical preceptors' teaching effectiveness differ among family medicine, internal medicine, and pediatrics sub-disciplines?; 2) Is there a difference in osteopathic medical students' perception of teaching effectiveness and perception of the amount of time they spend with their clinical preceptors? MethodsThe study participants included third and fourth year medical students that completed the E*Value Student Evaluation of Preceptor Form of primary care clinical teachers from August 2010 to June 2012 at an osteopathic medical school at a Midwestern university in the United States of America (USA). We performed analysis of variance (ANOVA) to gauge differences among the multiple categorical variables. Differences were considered statistically significant at p ≤ 0.05. ResultsA total of 1303 students completed the evaluations. We found that students' evaluations of all assigned preceptor-related criteria and all unassigned preceptor-related criteria were significant across the three sub-disciplines. This suggests that osteopathic medical students perceive the teaching of their primary care clinical preceptors as highly effective. We also found statistically significant differences among the three categories of time spent and the overall perception of teaching effectiveness of each of the preceptor categories. ConclusionEven though preceptor teaching effectiveness is only one aspect of clinical education, it is important to understand medical students' perception regarding strengths and weaknesses of their clinical training. Perception of preceptor teaching effectiveness by medical students can provide key insights to guide curriculum/instructional design and faculty development programming.

Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role

ContextThe 2012 Commission on Accreditation of Athletic Training Education (CAATE) standards include several changes that allow more institutional autonomy when determining the qualifications and preparation of preceptors. Clinical education coordinators (CECs) must make educated decisions in this area, yet minimal research exists to guide their decisions.ObjectiveTo investigate the preceptor's perceptions regarding the preparation and qualifications for their role.DesignQualitative.SettingThree undergraduate, CAATE-accredited athletic training programs.Patients or Other ParticipantsSeventeen preceptors (8 males, 9 females; 9.88 ± 9.46 years of clinical experience; 5.06 ± 3.92 years of clinical teaching experience) working in the college/university, rehabilitation clinic, and high school settings. Participants were recruited through the CECs of 3 institutions and selected through purposeful sampling. Data were collected until a variety of participant experiences were obtained and data saturation occurred.Main Outcome Measure(s)The researcher interviewed participants using an individual, in-person, and semistructured format. Interviews were recorded, transcribed verbatim, and analyzed using inductive coding with ATLAS.ti software. Trustworthiness was established with the use of source and site triangulation, member checking, and peer debriefing.ResultsFour categories emerged from the data, including benefits, preparation, qualifications, and challenges of being a preceptor. While participants described it was beneficial to supervise students, they also faced several challenges, including balancing their responsibilities and keeping their knowledge current. Participants discussed that mentorship from other preceptors and past experiences as students were primary contributors to their roles as preceptors, whereas preceptor training and communication by the CEC could improve. Participants described that clinical experience, willingness to be a preceptor, and confidence were the main qualifications for becoming a preceptor.ConclusionsClinical education coordinators should recruit confident clinicians with sufficient clinical experience to become preceptors along with ensuring adequate preparation of and communication with preceptors. Educators and researchers should consider the challenges faced by preceptors and develop strategies for overcoming these challenges.

Patient vaccination education program through an introductory pharmacy practice experience

BackgroundDespite the fact that the herpes zoster (HZ) vaccine is recommended for all persons aged 60 years and older to prevent and lessen the severity of shingles, the vast majority of eligible adults remain unvaccinated. ObjectiveTo assess student knowledge, confidence, and experiences and preceptor perceptions of a student-led HZ vaccination education program (VEP). Materials and methodsA total of 137 immunization-certified student pharmacists and 51 preceptors participated in a structured Introductory Pharmacy Practice Experience (IPPE) VEP in community pharmacies in May–August 2013. Student knowledge and confidence in providing patient education was measured pre- and post-intervention. Preceptor perceptions were measured using an online survey and student experiences were captured through post-intervention reflections. ResultsStudent knowledge improved significantly from pre-test (11.04 ± 2.31) to post-test (12.48 ± 2.11) (p < 0.001). Confidence improved significantly in all of six areas (p < 0.05), and student experiences were generally positive. Preceptors also expressed positive perceptions of the program, with 13 preceptors (72%) indicating that the program was “extremely” or “very” useful in caring for patients, and 16 (89%) indicating that the program was “extremely” or “very” useful in education of student pharmacists. All preceptors were supportive of requiring a similar activity as part of the IPPE rotation in the future, with all but one indicating that they were “very” or “extremely” supportive. ConclusionsImprovements in students’ knowledge and confidence after participating in the HZ VEP, as well as positive perceptions of the program by students and preceptors, suggest that the program provided a beneficial learning experience.