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Context Students spend over half of their professional preparation in clinical education under the instruction and supervision of preceptors. Preceptors must optimize the time spent creating high-quality, authentic clinical experiences. Preceptors serve as clinical educators and should be proficient in clinical teaching and using clinical teaching models. Objective Investigate if preceptors are aware of clinical teaching models and how often components of clinical teaching models are being used. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants A total of 165 preceptors, averaging 10 ± 9 years of experience as a preceptor, completed the survey. We recruited 10 preceptors (4 male, 6 female, average of 12 ± 10 years of preceptorship experience) to volunteer in follow-up interviews. Data Collection and Analysis Surveys were administered via Qualtrics, and virtual interviews were completed using Zoom. Frequency tables were used to examine the quantitative survey data. A phenomenological approach of inquiry was used for interview data analysis. Member checking, external peer review, and triangulation were all used to establish trustworthiness. Results The Supervision, Questioning, Feedback (SQF) model was most recognized or used by preceptors (48% responded yes), unlike the One-Minute Preceptor (OMP) or the Summarize, Narrow, Analyze, Probe, Plan, and Select (SNAPPS) models (15%, 8% responded yes, respectively). Eight components aligned with the SQF model were frequently used daily or weekly. Components of the OMP or SNAPPS models were used less frequently. Preceptors describe using similar techniques to the SQF model but are generally unaware of clinical teaching models. Preceptors report eagerness in improving their clinical teaching abilities to enhance student clinical experiences. Conclusions Preceptors are largely unaware that clinical teaching models exist and need to be further instructed on how to incorporate them into clinical teaching. Preceptors have little experience in teaching practices, so enhancing their clinical teaching practices will improve students' professional growth and competence.
Context Students spend over half of their professional preparation in clinical education under the instruction and supervision of preceptors. Preceptors must optimize the time spent creating high-quality, authentic clinical experiences. Preceptors serve as clinical educators and should be proficient in clinical teaching and using clinical teaching models. Objective Investigate if preceptors are aware of clinical teaching models and how often components of clinical teaching models are being used. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants A total of 165 preceptors, averaging 10 ± 9 years of experience as a preceptor, completed the survey. We recruited 10 preceptors (4 male, 6 female, average of 12 ± 10 years of preceptorship experience) to volunteer in follow-up interviews. Data Collection and Analysis Surveys were administered via Qualtrics, and virtual interviews were completed using Zoom. Frequency tables were used to examine the quantitative survey data. A phenomenological approach of inquiry was used for interview data analysis. Member checking, external peer review, and triangulation were all used to establish trustworthiness. Results The Supervision, Questioning, Feedback (SQF) model was most recognized or used by preceptors (48% responded yes), unlike the One-Minute Preceptor (OMP) or the Summarize, Narrow, Analyze, Probe, Plan, and Select (SNAPPS) models (15%, 8% responded yes, respectively). Eight components aligned with the SQF model were frequently used daily or weekly. Components of the OMP or SNAPPS models were used less frequently. Preceptors describe using similar techniques to the SQF model but are generally unaware of clinical teaching models. Preceptors report eagerness in improving their clinical teaching abilities to enhance student clinical experiences. Conclusions Preceptors are largely unaware that clinical teaching models exist and need to be further instructed on how to incorporate them into clinical teaching. Preceptors have little experience in teaching practices, so enhancing their clinical teaching practices will improve students' professional growth and competence.
Context Preceptor training is designed to provide instruction on preceptorship, an overview of athletic training program processes, and preceptor professional development. Preceptors generally do not have formal training on how to be educators. Most preceptor training occurs at the institutional level, with content, frequency, and delivery at the discretion of the institution. Objective Investigate preceptors' perceptions of how preceptor training prepares them for using clinical teaching models and how preceptor training can be improved. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants One hundred sixty-five preceptors (average of 10 ± 9 years of preceptorship experience) completed the survey. Ten participants (4 male, 6 female) participated in interviews (average of 12 ± 10 years of preceptor experience). Data Collection and Analysis Surveys were dispersed via Qualtrics, and virtual interviews were recorded using Zoom. The χ2 test for independence determined if any relationships existed between years of experience, type of preceptor training, and clinical teaching models used. A phenomenological approach of inquiry was used to analyze the interview data. Trustworthiness was established with member checking, triangulation using 2 data collection methods and independent data analysts, and external peer review. Results Participants reported preceptor training focuses on programmatic administration rather than clinical teaching. In our study, 68% of preceptors had completed institutional preceptor training related to clinical teaching, and 24% had completed the Master Preceptor level 1 training program. Preceptors desire training that incorporates active engagement regularly to educate them on clinical teaching models. Conclusions The content and frequency of institutional preceptor training should be reassessed, as it provides foundational knowledge to preceptors on clinical teaching. Most preceptors have little formal preparation in clinical teaching and believe preceptor training does not adequately prepare them to educate students using the best clinical teaching practices for the profession.
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