Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

Abstract

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.