Community Pediatric Faculty—A Valued but Endangered Resource

Stirling, Jerold M.

doi:10.1016/j.jpeds.2014.04.050

Cited by 3 publications

(5 citation statements)

References 8 publications

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“…This development should minimally include information about goals and objectives, orienting a learner to the practice, and skill development in areas such as clinical teaching, giving feedback, writing narrative comments, working with challenging students, and student mistreatment. 5 Departments should consider using webbased resources such as those available from COMSEP and STFM. 13,14 Benefits Departments should provide services and recognition to preceptors, such as access to library resources, teaching awards, advancement in academic rank, reduced cost Continuing Medical Education, appreciation events, and personal visits from department representatives.…”

Section: Faculty Developmentmentioning

confidence: 99%

“…13,14 Benefits Departments should provide services and recognition to preceptors, such as access to library resources, teaching awards, advancement in academic rank, reduced cost Continuing Medical Education, appreciation events, and personal visits from department representatives. 5…”

Section: Faculty Developmentmentioning

confidence: 99%

“…he traditional model of community-based education for medical students 1,2 is under threat. [3][4][5] The Association of American Medical Colleges 6 and the Alliance for Clinical Education 7 have described the problem and suggested strategies to recruit and retain volunteer community preceptors. The Association of Medical School Pediatric Department Chairs Education Committee and the Council on Medical Student Education in Pediatrics (COMSEP) formed a task force of leaders from both organizations to address preceptor need in pediatrics.…”

mentioning

confidence: 99%

“…As medical schools and class sizes have proliferated, many community preceptors have decreased medical student teaching because of time constraints, financial pressures, and a shift to training other health professions students. 5,8,9 Compounding this, the adoption of electronic health records and time required for implementation and use has resulted in waning enthusiasm for teaching in the ambulatory setting. 10 The Association of American Medical Colleges found that 55% of departments of pediatrics had difficulty finding clinical teaching sites.…”

mentioning

confidence: 99%

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Recruitment and Retention: Recommendations from the Association of Medical School Pediatric Department Chairs Education Committee and the Council on Medical Student Education in Pediatrics Task Force on Community Preceptors

Leggio

Ryan

Peltier

et al. 2017

The Journal of Pediatrics

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Section: Faculty Developmentmentioning

confidence: 99%

Section: Faculty Developmentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Recruitment and Retention: Recommendations from the Association of Medical School Pediatric Department Chairs Education Committee and the Council on Medical Student Education in Pediatrics Task Force on Community Preceptors

Leggio

Ryan

Peltier

et al. 2017

The Journal of Pediatrics

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“…Many community preceptors have decreased their commitment to medical student teaching due to time limitations, financial burdens to productivity, barriers created by electronic health records systems, and a shift to training other health professional students. 6,7 Despite the need for community clinical educators and the well-known challenges involved with recruiting preceptors and ensuring quality teaching, there are significant gaps in the resources available for community-based faculty development. 4,8 Educational leaders such as clerkship directors may therefore struggle to both recruit and maintain community preceptors.…”

Section: Introductionmentioning

confidence: 99%

Strategies for Teaching Medical Students: A Faculty Development Workshop for Pediatric Preceptors in the Community Setting

et al. 2020

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Introduction: An increasing number of medical students complete clerkships outside of traditional university-affiliated medical centers despite little faculty development geared specifically for the community preceptor. Moreover, the community setting presents a unique set of challenges, including fewer educational resources, greater expectation of clinical productivity, and a wide geographic distribution of preceptors. Methods: This 90-minute workshop provided pediatric community preceptors with effective teaching strategies that could be used in their setting. First, participants identified opportunities and challenges for medical student education in the community setting. Then, participants discussed approaches to strengthen the students' learning experience in small-group breakout sessions. Finally, workshop leaders emphasized specific teaching resources and methods to empower participants. Results: This workshop was presented at three national pediatric conferences and had at least 57 participants (40 total respondents). Over the three iterations, participants consistently rated this workshop as highly effective and engaging, with the small-group breakout session rated most engaging. Over time, modifications to the workshop included lengthening breakout sessions, shortening didactic materials to enhance audience discussion, and expanding content to include the outpatient setting. In later iterations, participants identified a specific medical education challenge at their institution and committed to using a technique they learned from the workshop. Discussion: This workshop targeted inpatient and outpatient pediatric preceptors to address the community-based faculty development gap. After completing the workshop, community preceptors can enhance the medical education experience by optimizing invaluable opportunities in the community setting and applying targeted strategies and resources.

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