Penny Murata, MD (Pediatrics), Emily Dow, MD, and Desiree Lie, MD (Family Med) University of California, Irvine
Objectives: (1) Improve teaching competencies of community preceptors; (2) Disseminate program goals and strategies to community preceptors
Methods: 100 primary care community preceptors who teach second-year medical students in their offices once weekly for 12 weeks were targeted to participate in workshops on teaching skills: (1) Objective Structured Teaching Evaluation- 3 hour session using standardized students to cover orientation, evaluation, teaching physical exam, difficult learners, and evidence-based medicine; (2) Preceptors Education Project– three 1.5 hour sessions using discussion and role-play to cover orientation, evaluation and giving feedback, and teaching microskills; (3) Evidence-Based Medicine – 5 hour session using active learning, case discussion, and role-play to cover databases, practice guidelines, and application of EBM to precepting. The project faculty conducted site visits to directly observe preceptor teaching. Outcome measures included self-assessed teaching skills, preceptor evaluations of activities, and ratings by students and observing faculty.
Results: Of 18 OSTE participants, the session was rated “excellent” by 55%, “very good” by 36%, and “good” by 9%. Of 5 PEP participants, the session was rated “excellent” by 71%, “very good” by 21%, and “good” by 7%. Of 10 EBM participants, the session was rated as “excellent” by 81% and “very good” by 19%. 100% reported each workshop was “responsive to needs”, “relevant to practice or teaching”, and “increased skills for delivering or teaching patient care”.
Conclusions: Recruitment of community preceptors to participate in faculty development workshops is challenging; however participants rate the workshops highly and are receptive to application of teaching skills to teaching situations.