Teaching clinical problem solving: A preceptor’s guide

Weitzel, Kristin; Walters, Erika A.; Taylor, James W.

doi:10.2146/ajhp110521

Cited by 63 publications

(53 citation statements)

References 32 publications

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“…24 Understanding the relationship between decision-making style and student performance in advanced pharmacy practice experiences (APPEs), and the effect of pharmacy experiential learning on decisionmaking preference could inform pharmacy curriculum development and preceptors' approaches to teaching clinical problem solving. 25 Second, conducting a study of the decision-making tendencies of practicing pharmacists could have important implications in fostering effective decision-making skills, especially as they relate to complex drug-therapy management and therapeutic dilemmas. This study provides insight into the decision-making preferences of student pharmacists; however, it has several limitations.…”

Section: Discussionmentioning

confidence: 99%

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

McLaughlin

Cox

Williams

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To examine the rational (systematic and rule-based) and experiential (fast and intuitive) decision-making preferences of student pharmacists, and to compare these preferences to the preferences of other health professionals and student populations. Methods. The Rational-Experiential Inventory (REI-40), a validated psychometric tool, was administered electronically to 114 third-year (P3) student pharmacists. Student demographics and preadmission data were collected. The REI-40 results were compared with student demographics and admissions data to identify possible correlations between these factors. Results. Mean REI-40 rational scores were higher than experiential scores. Rational scores for younger students were significantly higher than students aged 30 years and older ( p,0.05). No significant differences were found based on gender, race, or the presence of a prior degree. All correlations between REI-40 scores and incoming grade point average (GPA) and Pharmacy College Admission Test (PCAT) scores were weak. Conclusion. Student pharmacists favored rational decision making over experiential decision making, which was similar to results of studies done of other health professions.

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Section: Discussionmentioning

confidence: 99%

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

McLaughlin

Cox

Williams

et al. 2014

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…6 Although a staggering amount of literature and presentations have since been published or presented regarding this principle, its core remains the same. [7][8][9] The following 5 steps are tantamount to the success of this principle: To illustrate this method of teaching, consider the following case. You are on patient-care rounds in the medical intensive care unit.…”

Section: One-minute Preceptormentioning

confidence: 99%

Integrating Precepting into your Daily Practice

et al. 2013

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“…13 Additionally, clinical case discussions, 16 encouraging student reflection, 17 and questioning have been used as methods of developing critical thinking skills. 18 Providing preceptors with specific strategies to help develop their students' critical thinking skills could help them better understand the techniques they already incorporate into their clinical teaching and provide additional methods for developing students.…”

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

“…[16][17][18] Preceptors can guide discussions about patient cases with their students, 16 as well as pose questions regarding those cases that encourage students to analyze the information and come to a decision. 18 One suggested method for facilitating discussion between preceptor and student is the One-Minute Preceptor method. 19,20 This teaching method is designed for preceptors to use with their students and uses 5 microskills (ie, encouraging students to commit to a diagnosis early in the conversation, asking specific questions regarding the support the student used to come that decision, teaching general rules, reinforcing what the student did correctly, correcting student mistakes).…”

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

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Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Hankemeier

Kirby

Walker

et al. 2017

Athletic Training Education Journal

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Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs.Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics.Design: Cross-sectional.Setting: Online survey platform Qualtrics.Patients or Other Participants: Seventy-nine preceptors (31.66 6 8.63 years, male ¼ 32, female ¼ 47, years certified ¼ 9.46 6 8.27, years as preceptor ¼ 6.08 6 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4.Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 ¼ not helpful, 2 ¼ somewhat helpful, 3 ¼ very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with v 2 analysis. Statistical significance was set a priori at P .05.Results: Topics in evaluating students (2.39 6 0.47) and teaching and learning in the clinical setting (2.38 6 0.41) were rated most helpful and concepts in mentorship (2.13 6 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P . 0.05).Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

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Teaching clinical problem solving: A preceptor’s guide

Cited by 63 publications

References 32 publications

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

Rational and Experiential Decision-Making Preferences of Third-Year Student Pharmacists

Integrating Precepting into your Daily Practice

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

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