3. Reinforce what was done well. Positive comments should focus on specific behaviors that demonstrated knowledge, skills, or attitudes that you value as a preceptor. At the same time, it is important to tell the student what areas need improvement in as specific a manner as possible.
4. Teach a general principle. Take the information and data gleaned from an individual learning situation and apply them as a broader concept to other situations.
5. Provide closure. Time management is a critical function in clinical precepting. This final step serves the very important function of ending the teaching moment and defining what the role of the student will be in the next precepting opportunity.
Busy clinical preceptors have welcomed this strategy. The problem with clinical precepting, some say, is that too much time is spent on the nonteaching aspects of preceptorship and the whole process isn’t structured to facilitate effective teaching.
While precepting students can be an enjoyable activity, there are pitfalls that can be anticipated and perhaps even avoided to enhance the experience. Paulman, Susman, and Abboud, editors of Precepting Medical Students in the Office (2000), make the following suggestions:
• Don’t agree to precept a student when you are overcommitted and stressed.
• Don’t hesitate to discuss mutual expectations for the preceptorship.
• Don’t try to teach too much.
• Don’t have students just follow you around. Give them specific tasks to do while you see other patients. This tends to stimulate and vitalize them.
• Don’t make assumptions about your students’ knowledge.
• Don’t assume that documentation by students is adequate or appropriate.
• Avoid subtle putdowns of a student in front of the patient.
• Don’t hesitate to mention issues that are a source of significant annoyance. (For example, a student’s behavior, dress, or personal hygiene may cause irritation or frustration. Deal with it early on.)
With the number of NP and PA students on the rise, there is a greater need than ever for more qualified and dedicated preceptors. If you are not currently a clinical preceptor, I hope that you will consider calling your local NP or PA school and volunteering. If you are already a preceptor, thank you. And let us know what can be done to make your experience better.
I would love to hear from you on the issue of clinical precepting. Please e-mail me at PAeditor@qhc.com.