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Achieving Consistency with Clinical Preceptors. Michelle Daniel Steven Rougas Eugene Corbett. Vertical Curricular Integration. Yr 4. Clinical . Basic Science . Yr 1. Clinical Preceptors. Consistency. Faculty Development “101” for Clinical Preceptors. Cognitive Apprenticeship. - PowerPoint PPT Presentation
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Achieving Consistency with Clinical Preceptors
Michelle DanielSteven RougasEugene Corbett
Clinical
Basic Science
Vertical Curricular Integration
Yr 4
Yr 1
Clinical Preceptors
Consistency
Faculty Development “101” for Clinical Preceptors
Cognitive Apprenticeship
Barriers to Achieving Consistency
Ewe’s are blocking the road
Major Barriers Recruitment and retention
Communication
Understanding the formal and hidden curriculum
Tailoring teaching to learner level
Balancing the competing demands of the workplace and learning
Following up with, mentoring, and holding faculty accountable
Recruitment ◦ Make education personally valuable (fun, rewarding to work with
students, opportunities for professional growth)◦ Offer time / monetary compensation if possible* ◦ Promote non-$ benefits (faculty appt, CME, library / athletic access) ◦ Network and communicate with department chairs◦ Use senior medical students, standardized patients, and allied health
professionals for teaching certain skills
Retention◦ Document faculty contribution for promotion◦ Teaching awards / recognition◦ Provide mentoring and meaningful faculty development◦ Work with department chairs & deans on payment issues*
*Via DOCS, demonstrate a national standard for reimbursement
Recruitment and Retention
Communication• Face to face (best) – 1:1, OSTEs– Small / large groups
• Technology– Email – Youtube clips– Teaching / faculty development websites
Major BarriersUnderstanding the formal and hidden curriculum
Tailoring teaching to learner level
Balancing the competing demands of the workplace and learning
DEFINE the barrier, Generate 3-5 solutions using CA theory
Wrap up• Following up• Mentoring• Holding faculty accountable