Scott Stephen M, Schifferdecker Karen E, Anthony David, Chao Jason, Chessman Alexander W, Margo Katherine, Seagrave Martha, Leong Shou Ling
Clinical Curriculum and Medical Education, Weill Cornell Medical College, Qatar, Doha, Qatar.
Fam Med. 2014 Nov-Dec;46(10):776-82.
Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors.
Five schools' family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory.
Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner's needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools.
While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.
许多学校依靠社区带教教师对医学生进行门诊教育。这些带教教师难以在临床护理与学生的学习需求之间取得平衡。我们旨在更深入地了解当前社区带教教师的教学回报与挑战。
五所学校的家庭医学实习主任对各自项目中的两名模范带教教师进行了深入访谈。在对访谈进行定性分析之后，三名主任在各自学校组织了一次焦点小组讨论。对个人访谈和小组访谈进行了录音、转录，并运用扎根理论进行分析。
模范社区带教教师描述了改善学习环境的策略和具体教学方法。他们采用了一些广为人知的教学策略，如树立榜样、根据学习者的需求调整教学以及为特定学生挑选合适的患者。他们还介绍了一些较新的技巧，如共同学习和整合技术，例如与学生一起在线查阅当前的实践指南。他们详细阐述了教学面临的挑战，包括时间限制和要涵盖的内容过多，并提供了有关教学工具的建议。
尽管受到临床需求的挑战，但带教教师喜欢教学并觉得它很有意义。他们运用经过时间检验的教学策略以及技术和在线资源来促进门诊教学。社区带教教师仍在努力将学习者和医学院课程的重点融入临床环境。进一步开发电子工具和其他资源以支持带教教师的教学需求可能有助于学习，并有助于减轻带教教师的负担。
