Penny Murata, MD (Pediatrics); Emily Dow, MD; Desiree Lie, MD (Family Med) University of California, Irvine, School of Medicine
Objectives: (1) Improve teaching competencies of community preceptors; (2) Disseminate program goals and strategies to community preceptors
Methods: 81 primary care community preceptors who teach second-year medical students in their offices once weekly for 12 weeks were recruited to participate in workshops on teaching skills during a 2-year period: (1) Objective Structured Teaching Evaluation- 3 hour session using standardized students to cover orientation, evaluation, physical diagnosis, 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 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 preceptor evaluations of activities and ratings by students.
Results: 19 OSTE participants rated the session as "excellent" (63%), "very good" (32%), or "good" (5%). 19 PEP participants rated the session as "excellent" (68%), "very good" (26%), or "good" (5%). 43 EBM participants rated the session as "excellent" (86%) or "very good" (14%). 98-100% reported each workshop was "responsive to needs", "relevant to practice/teaching", and "increased skills for delivering/teaching patient care". Student evaluations of preceptors improved from annual mean score of 3.65 to 4.23.