Ullian J A, Shore W B, First L R
Office of Education, Eastern Virginia Medical School, 721 Fairfax Avenue, Norfolk, VA 23507, USA.
Acad Med. 2001 Apr;76(4 Suppl):S78-85. doi: 10.1097/00001888-200104001-00015.
All ten schools participating in the Interdisciplinary Generalist Curriculum (IGC) Project were required to offer students significant generalist longitudinal preceptorship experiences during the first two years of medical school. Each school needed to recruit and then retain many new preceptors to meet the continued large demand. Effective recruitment was usually carried out by established community physicians and/or qualified staff coordinators. Retention of preceptors required establishing regular and succinct communications, quick response to problems, and flexible faculty development programs. For rewards, preceptors primarily requested acknowledgment and appreciation, along with tangible rewards such as decreased fees for continuing medical education and library or e-mail access. Preceptors continue to state that they teach because of the "joys of teaching" even in the current environment with increased demands for productivity. This article describes what has been learned about recruitment, retention, and rewards for community preceptors and how to maximize the positive impacts and minimize the negative impacts of teaching for community preceptors.
所有参与跨学科通才课程（IGC）项目的十所学校都被要求在医学院的前两年为学生提供重要的通才纵向导师指导经历。每所学校都需要招募并留住许多新的导师，以满足持续的大量需求。有效的招募通常由资深社区医生和/或合格的工作人员协调员进行。留住导师需要建立定期且简洁的沟通、对问题迅速做出回应以及灵活多样的教师发展项目。至于奖励，导师们主要希望得到认可和赞赏，以及诸如降低继续医学教育费用、提供图书馆或电子邮件访问权限等实际奖励。导师们继续表示，即使在当前对生产力要求提高的环境下，他们也是出于“教学的乐趣”而进行教学。本文描述了关于社区导师的招募、留用和奖励方面所学到的经验，以及如何将教学对社区导师的积极影响最大化，同时将负面影响最小化。
