Introduction: Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. Methods: This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. Results: The results yielded five key themes and a variety of individual preferences, which were used to design a five-module faceto-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. Discussion: A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.

Background ‘The Practice Educators' Academy Programme’ is an innovative educational intervention developed following a preceptor‐focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self‐efficacy and knowledge amongst multi‐disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. Methods This is a longitudinal study, with the same participants followed at different time points (i.e., pretest‐posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self‐efficacy was assessed using the Preceptor Self‐Efficacy Questionnaire, a validated 21‐item questionnaire. Preceptor knowledge was assessed through a 25‐item multiple‐choice question test. Satisfaction with programme content and delivery was assessed through a 14‐item questionnaire with open comments. Results Thirty pretest‐posttest respondents for the PSEQ assessment, and 26 pretest‐posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self‐efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest‐to‐posttest: 3.3‐to‐3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest‐to‐posttest: 10.2‐to‐15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). Conclusions Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self‐efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter‐disciplinary interactions.