Alliance for Clinical Education - Guidebook for Clerkship Directors (3rd ed ). Fincher, R.E.. A 16-chapter guidebook for medical student clerkship directors that covers The Role of the Clerkship Director; Educational Administration and Leadership, Creating a Clerkship Curriculum, Clerkship Orientation, Technology in Clerkship Education, Instructional Methods/Strategies, Evaluation and Grading, Evaluation of the Clerkship: Clinical Teachers and Program, Faculty Development, Working with Students with Difficulties, Career Development for Clinical Educators, and Educational Scholarship.

Becoming An Effective Preceptor. University of Texas - Austin College of Pharmacy. An introductory module designed to help introduce pharmacists to the world of teaching students in their clinical settings. Topics include: Introduction to preceptorship teaching; Philosophy of education; Characteristics of effective clinical teachers; Roles of clinical teachers; the clinical teaching environment; structured learning experiences; issues in clinical teaching; motivation; preparing for clinical teaching; and orienting students to the rotation. MS Word version.

Clinical Teaching Handbook. University of Washington School of Medicine - Department of Family Medicine. A comprehensive online handbook for clinical faculty supervising medical school clerkships. Major topics include: Orienting Students to Your Site, Clinical Supervision; Feedback - Helping Each Other Improve; Evaluation; and Honoring Diversity.

Clinical Teaching Involves More than Evaluating Students. Henderson, S. Presents several strategies that can help all involved in clinical teaching promote positive learning for students in the practice setting, resulting in higher self-confidence and better learning outcomes.

Clinical Tutoring. University of Melbourne - Centre for the Study of Higher Education. Describes key aspects of the clinical environment and the role of the clinical instructor/preceptor. Topics include: Key principles of 'learning by doing;' Relationship with the patient/client; Assessment in clinical teaching; and Common problems in clinical tutoring - and how to avoid them. Excerpted from Tutoring and Demonstrating: A guide for the University of Melbourne.

Competency Perspective on Teaching. Accreditation Council for Graduate Medical Education - Outcome Project. Reviews the common characteristics of competency-based education in which teaching and learning are: based on explicit competencies; driven by defined competency criteria; grounded in 'real-life' experiences; focused on learner self-assessment; and individualized according to need.

Developing the Attributes of Medical Professional Judgment and Competence. Eraut, M & du Boulay, B. Addresses the nature of medical competence and judgment and how best to organize postgraduate medical education so as to develop these abilities in an effective and efficient manner. Based on a comprehensive review of the research literature on in professional competence, theories of expertise and decision-making and postgraduate and continuing medical education. PDF version.

Effective Clinical Teaching. Kleffner, JH & Hendrickson, WD. A module designed to provide pharmacists with the tools necessary to effectively teach pharmacy students in all types of clinical (pharmacy practice) settings. Topics include: What is Effective Clinical Teaching?; Using Questions Effectively; Providing Feedback to Improve Student Learning; Teaching Challenging Students; Role Modeling for Clinical Educators; and How Novices Become Experts. Published jointly by the Texas Southern University College of Pharmacy and Health Sciences, Texas Tech University Health Science Center School of Pharmacy, University of Houston College of Pharmacy, and the University of Texas at Austin College of Pharmacy.

Effective Clinical Teaching & Learning. Irby, DM. Addresses four issues related to clinical teaching and learning: (a) the strengths of clinical education, (b) major problems with clinical teaching, (c) key roles faculty and residents perform in clinical teaching, and (d) strategies for improving clinical teaching.

Experiential Training Manual for Use by Pharmacy Preceptors, Interns and Technicians (3rd ed). Washington State Department of Health. This manual is designed to assist the preceptor, intern and technician student involved in experiential training. The goal is to provide all the necessary forms and information to make the intern or technician training a positive experience preparing the individual for a career in pharmacy. Topic include: Learning In The Experiential Setting; Designing Experiential Learning; Implementing Experiential Learning; Characteristics of Highly Effective Preceptors; the Challenges Of Being A Role Model; Keeping the Lines of Communication Open; and Legal Issues In Precepting.

Learning and teaching in the clinical environment. Spencer, J. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 591-594), from the ABC of learning and teaching in medicine series (clinical reviews).

Maximising the effectiveness of undergraduate teaching in the clinical setting. Murdoch-Eaton, D.& Cottrell, D.. Everyday clinical practice provides invaluable resources for teaching. Minor modifications in the way that services are provided and good pre-planning could dramatically improve the clinical learning experience without impacting significantly on patient care. This paper suggests various ways to make more effective use of the clinical workplace as a teaching environment. Topics include Difficulties of teaching in the clinical setting, Teaching on ward rounds, Teaching in the outpatient clinic, Learning when "on call," and Learning in private study time/self directed learning.. Archives of Disease in Childhood, 79 (4): 365-367, 1998.

N425 Preceptor Handbook. Sonoma State University - Department of Nursing. A comprehensive handbook covering key precepting topics including: Novice to Expert Development; Roles & Responsibilities (preceptor, preceptee, faculty); Values Clarification; Adult Learning Styles; Conflict Management; Cultural Diversity; and Writing Objectives.

Teaching From a Competency Perspective: An Instructional Toolbox for Graduate Medical Education. Accreditation Council for Graduate Medical Education - Outcome Project. Describes the principles and practices of competency-based education as applied to the ACGME General Competencies. Includes a general introduction on competency-based education and a set of instructional modules describing specific instructional approaches and examples that demonstrate applications of these methods to residency education.

Teaching in the Clinical Setting. Hartley, S., Gill, D., Carter, F., Walters, K. & Bryant, P.. Chapter 8 (sample chapter) in Teaching Medical Students in Primary and Secondary Care: A Resource Book (Oxford University Press, 2003). Sections include Being an Effective Clinical Teacher; Teaching in the Service Setting; Teaching in Protected Time; and Clinical Teaching Without Patients.

The Effective Preceptor. Ohio University - College of Osteopathic Medicine. Discusses the characteristics of the effective preceptor as indicated by research literature, with an emphasis on effective communication skills; the ability to analyze and apply (via assessment, feedback and evaluation) data obtained from his or her interaction with the learner; skill in teaching and practice as demonstrated by role modeling and the ability to motivate the learner. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina

Walking the Balance BEAM: The Art and Science of Becoming a Successful Clinical Teacher. Lucas, J, Wilson-Witherspoon, P & Baxley, EG. Recommends the mnemonic B-E-A-M (Be fully present to the encounter; discuss Expectations; Approach the individual student; provide Meaningful feedback and evaluation) to help maintain a dynamic educational environment for everyone involved - learners, patients, and preceptors.

What It Takes to Be an Outstanding Teacher. Miser, WF. Numerous studies have investigated the distinguishing characteristics of the worst and best teachers. Through the years, the results have been strikingly similar no matter the level of learner (student, resident, or faculty), the specialty (family medicine, pediatrics, internal medicine, OB/GYN, general surgery), or the setting (ambulatory or inpatient). This article reviews those characteristics. From the Family Physician as Teacher series, Ohio Academy of Family Physicians.