Introduction to Precepting
Sarah Murray provided a great introduction to precepting, and gave us many case scenarios to think and discuss on how to best approach them. While I don’t have a precepting rotation, these tidbits will definitely come in handy when I precept a student in the future!
Some key points I took away from the session:
- There are multiple roles that a preceptor has: Coach, Teacher, Model, Mentor, Facilitator, Evaluator
- Something I knew I really appreciated from all my preceptors was that they always created an effective learning environment and for my future students, I will be sure to review objectives, expectations (preceptor’s and student’s) and a schedule to help alleviate potential stress and anxiety, as well as, to be available for my student, regularly encourage them to ask questions and seek out help if they are unsure.
- Some examples of expectations is letting the student know what you want to review all notes together, or if you wanted to observe the interaction of students with patients to help coach and provide feedback
- Some ways for the preceptor to prepare for the rotation is to reflect on how you felt prior to your first hospital rotation, meet the EEF, email the student to get an idea on their learning needs and letting the ward know that a student will be coming
- Some ways to help the student prepare for the rotation is to provide them a warm welcoming email that talks about the ward, hospital, # of patients, basic expectations – e.g. dress code, provide resources and pre-readings
Sarah also talked about how preceptors should aim to avoid negative behaviors such as:
- allowing the learner to feel unloved or demeaned
- talking all the time; answering your own questions
- asking questions that focus on recalling facts
- not allowing for deep thinking and problem solving
- Not giving the learner and opportunity to contribute – routes, patient discussions with teams
- not giving regular positive feedback