Family Medicine 501 Preceptorship Manual for Preceptors. University of Washington School of Medicine - Department of Family Medicine. A short manual for family medicine practitioners serving as preclinical medical student preceptors. Sections include: Preparing your Office for Your Preclinical Student; Your First Meeting with Your Preclinical Student; Clinical Skill Building with Your Preclinical Student; and Providing Feedback.

Goal Setting for Community Preceptorships. Stearns, JA, Hemesath, K & Londo, RA. Each 'player' involved in the preceptorship (the student, the preceptor, and the department/university) has its own goals and expectations, and they are not always the same. Because unclear expectations can lead to misunderstandings and a less-than-optimal experience for all involved, the expectations/goals of all participants should be explicit, shared, and agreed on. For each precepting experience, the sponsoring department or program should provide a set of explicit and accomplishable goals, objectives, and expectations. Prior to the preceptorship, it is important for the student and the preceptor to review these items. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Integrating the Learner Into the Busy Office Practice. Ohio University - College of Osteopathic Medicine. Identifies the five key steps needed to integrate learners into a busy office practice - orientation, patient acceptance, adapting scheduling, keeping things moving, and finding time to teach..Provides time-saving and efficiency-enhancing hints from other preceptors for each of these steps. Includes sample checklists, forms and schedules. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina.

Preceptor Manual. University of Washington School of Medicine - Department of Family Medicine. Provide resources and strategies for precepting pre-clinical students in the Rural/Underserved Opportunities Program of Department of Family Medicine at the UW School of Medicine. Topics include: Orienting students; Planning a good experience; Reviewing students' learning plans, Strategies for clinical teaching; Enlisting your patients as partners in teaching; Administrative issues; and Career advising

Preparing the Student for Your Office. Miser, WF. Precepting students in the office can be divided into three main stages: 1) planning , 2) teaching, and 3) reflecting on the teaching encounter. This article focuses on the planning phase of precepting, including orienting, scheduling, and priming students. From the Family Physician as Teacher series, Ohio Academy of Family Physicians.

Priming Students For Effective Clinical Teaching. Grover, M. Many physicians who provide students with experiences in the office find it difficult to balance the competing agendas of providing quality patient care and quality teaching. To be effective teachers, physicians should set clear and realistic expectations based on the learner's level of experience through priming. Priming is defined as orienting learners to the patient and the task that will be requested of them just prior to entering the patient's room. Priming is intended to focus the encounter, allowing teacher and learner to set mutually agreeable patient care and learning agendas. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Setting Expectations. Ohio University - College of Osteopathic Medicine. Explores by practical example the four steps of setting expectations for learners in community-based practice settings: (1) orienting learners to the logistics of the practice and rotation, (2) setting expectations of the learner's performance, (3) selecting mutually-agreeable rotation objectives, and (4) providing feedback about whether they are meeting the set expectations. Presents several tools that preceptors can immediately use with learners, including: a checklist of orientation topics and expectations to discuss with learners, a timeline of activities, and tools to gather and share information about a learner's background and rotation objectives. Based on a monograph developed by the Mountain AHEC Office of Regional Primary Care Education, Asheville, North Carolina.

Using Goals and Objectives in the Community Family Medicine Rotation. Stuart, MR & Krauser, PS. Setting clear goals and objectives can enhance the community-based clinical experience. By setting clear goals and objectives, you can better focus your energies, better inform the student about what is expected, and make the evaluation process easier. A goal is a global statement of the desired outcome of the rotation on the student. Objectives are specific statements delineating the knowledge, skills, and attitudinal changes that must be met to achieve the goal. Objectives need to be SMART: Specific, Measurable, Attainable, Relevant, and Time Framed. Objectives answer the question, 'By the end of the rotation, what specifically do I want the student to know and be able to do or feel?'