Awareness and the Usage of Clinical Teaching Models in Clinical Education

Abstract

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.