Contemporary teaching strategies of exemplary community preceptors— is technology helping?

Stephen M. Scott, Kar En E. Schifferdecker, David Anthony, Jason Chao, Alexander W. Chessman, Katherine Margo, Martha Seagrave, Shou Ling Leong

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

BACKGROUND AND OBJECTIVES: Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. METHODS: Five schools’ family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. RESULTS: Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner’s needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. CONCLUSIONS: While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

Original languageEnglish (US)
Pages (from-to)776-782
Number of pages7
JournalFamily medicine
Volume46
Issue number10
StatePublished - Jan 1 2014

Fingerprint

Teaching
Technology
Learning
Interviews
Students
Focus Groups
Medical Schools
Medical Students
Reward
Practice Guidelines
Curriculum
Medicine
Education

All Science Journal Classification (ASJC) codes

  • Family Practice

Cite this

Scott, S. M., Schifferdecker, K. E. E., Anthony, D., Chao, J., Chessman, A. W., Margo, K., ... Leong, S. L. (2014). Contemporary teaching strategies of exemplary community preceptors— is technology helping? Family medicine, 46(10), 776-782.
Scott, Stephen M. ; Schifferdecker, Kar En E. ; Anthony, David ; Chao, Jason ; Chessman, Alexander W. ; Margo, Katherine ; Seagrave, Martha ; Leong, Shou Ling. / Contemporary teaching strategies of exemplary community preceptors— is technology helping?. In: Family medicine. 2014 ; Vol. 46, No. 10. pp. 776-782.
@article{a7a37ee105444f0aace2f184fb6fba0b,
title = "Contemporary teaching strategies of exemplary community preceptors— is technology helping?",
abstract = "BACKGROUND AND OBJECTIVES: Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. METHODS: Five schools’ family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. RESULTS: Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner’s needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. CONCLUSIONS: While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.",
author = "Scott, {Stephen M.} and Schifferdecker, {Kar En E.} and David Anthony and Jason Chao and Chessman, {Alexander W.} and Katherine Margo and Martha Seagrave and Leong, {Shou Ling}",
year = "2014",
month = "1",
day = "1",
language = "English (US)",
volume = "46",
pages = "776--782",
journal = "Family Medicine",
issn = "0742-3225",
publisher = "Society of Teachers of Family Medicine",
number = "10",

}

Scott, SM, Schifferdecker, KEE, Anthony, D, Chao, J, Chessman, AW, Margo, K, Seagrave, M & Leong, SL 2014, 'Contemporary teaching strategies of exemplary community preceptors— is technology helping?', Family medicine, vol. 46, no. 10, pp. 776-782.

Contemporary teaching strategies of exemplary community preceptors— is technology helping? / Scott, Stephen M.; Schifferdecker, Kar En E.; Anthony, David; Chao, Jason; Chessman, Alexander W.; Margo, Katherine; Seagrave, Martha; Leong, Shou Ling.

In: Family medicine, Vol. 46, No. 10, 01.01.2014, p. 776-782.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Contemporary teaching strategies of exemplary community preceptors— is technology helping?

AU - Scott, Stephen M.

AU - Schifferdecker, Kar En E.

AU - Anthony, David

AU - Chao, Jason

AU - Chessman, Alexander W.

AU - Margo, Katherine

AU - Seagrave, Martha

AU - Leong, Shou Ling

PY - 2014/1/1

Y1 - 2014/1/1

N2 - BACKGROUND AND OBJECTIVES: Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. METHODS: Five schools’ family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. RESULTS: Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner’s needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. CONCLUSIONS: While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

AB - BACKGROUND AND OBJECTIVES: Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. METHODS: Five schools’ family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. RESULTS: Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner’s needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. CONCLUSIONS: While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

UR - http://www.scopus.com/inward/record.url?scp=84936107432&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84936107432&partnerID=8YFLogxK

M3 - Article

C2 - 25646828

AN - SCOPUS:84936107432

VL - 46

SP - 776

EP - 782

JO - Family Medicine

JF - Family Medicine

SN - 0742-3225

IS - 10

ER -

Scott SM, Schifferdecker KEE, Anthony D, Chao J, Chessman AW, Margo K et al. Contemporary teaching strategies of exemplary community preceptors— is technology helping? Family medicine. 2014 Jan 1;46(10):776-782.