Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Abstract

Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations. Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes. Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation. Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.