The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students—A Shared Perspective From the Alliance for Clinical Education

Christner, Jennifer; Dallaghan, Gary L. Beck; Briscoe, Gregory; Casey, Petra M.; Fincher, R M; Manfred, L M; Margo, Katherine; Muscarella, Peter; Richardson, Joshua E.; Safdieh, Joseph E.; Steiner, Beat

doi:10.1080/10401334.2016.1152899

Cited by 69 publications

(87 citation statements)

References 28 publications

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“…Not only has the EMR consumed precious time from the preceptor, it has burdened the student who has had to spend time learning a new system with each clinical site, only to then be limited in use by regulatory barriers. These issues, when layered on top of the education of precepting, slows down the clinical process for the preceptor, who then must choose to lower the number of patients seen daily, or see the same panel of patients but add time to the clinical day (Amella, Brown, Resnick, & McArthur, ; Christner et al., ). Preceptors also feel poorly supported in efforts to precept, with limited resources and minimal communication from the programs for which they are precepting students.…”

Section: Introductionmentioning

confidence: 99%

Precepting nurse practitioner students

Roberts

Wheeler

Tyler

et al. 2017

Journal of the American Association of Nurse Practitioners

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Purpose The aim of two national studies was to identify characteristics of nurse practitioners (NPs) who precept and the benefits, incentives, and barriers associated with the NP preceptor role. Methods Stratified randomized sampling was used to invite a representative number of NPs from each state to participate in a 2015 survey and a follow‐up survey in 2016. These descriptive, exploratory studies distributed electronic questionnaires to 5000 randomly selected NPs in the 2015 survey and 40,000 NPs in the 2016 survey. Responses from 10.9% (n = 548) and 9.9% (n = 3970), respectively, were analyzed. Conclusions The findings show strong support among our NP colleagues to assist with educating future NPs. Several benefits, barriers, and motivators among stakeholders were identified that need to be considered when working with preceptors. Implications for practice This study provides a basis for understanding the current climate in education when working with clinical preceptors. Many areas become apparent where NP education could enhance the experience for both the student and the preceptor. Educational settings need to consider preceptor time, issues with online learning, and the rise of specialty practices. Offering incentives linked to the most valued, positive aspects of the role and methods to overcome barriers should be explored.

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Section: Introductionmentioning

confidence: 99%

Precepting nurse practitioner students

Roberts

Wheeler

Tyler

et al. 2017

Journal of the American Association of Nurse Practitioners

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“…It is important that students learn these tasks, as they are included in the Association of American Medical Colleges’ list of entrustable professional activities (EPAs) that students are expected to perform when they begin their residencies . More than anything, giving students access to a computer and to the EMR so that they can use the EMR will help them to achieve these skills, as others have reported that students are capable of writing notes and entering orders and prescriptions, and provide valuable assistance to their clinical teacher in doing so …”

Section: Discussionmentioning

confidence: 99%

Predictors of student use of an electronic record

Huang

Grigoryan

Aggarwal

2018

The Clinical Teacher

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Summary Background Little is known on ambulatory clerkship students’ use of an electronic medical record (EMR). We investigated students’ use of recommended EMR tasks across different types of sites and studied the predictors of these recommended tasks. Methods Students documented how often they performed recommended EMR tasks and suggested improvements to enhance EMR use. We compared student performance of recommended tasks across different types of sites using χ2 tests and the Fisher's exact test. We performed regression analyses to investigate factors predicting students’ performance of EMR tasks. Two faculty members read all of the suggested improvements and agreed on themes. Results From January 2014 to June 2015, 263 of 295 Family and Community Medicine Clerkship (FCMC) students (89.2%) were at sites that used an EMR. Of the 263 students, 68.4% typed their own note into the EMR, but only 31.2% entered orders and 27.8% entered prescriptions for their teacher to sign. Students’ rating of the orientation to the EMR predicted their use of all EMR tasks. The number of years that the teaching site used an EMR predicted the students’ use of some tasks. Suggested improvements included a better orientation to the EMR, more use of the EMR, and access to a computer and the EMR. Discussion Many students did not perform recommended EMR tasks. To help more students learn EMR tasks, clinical teachers can offer students a detailed orientation to their EMR, provide them with access to a computer and the EMR, and give them the opportunity to perform recommended EMR tasks, including typing their own note and entering orders and prescriptions.

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“…[7][8][9][10][11] The effects of the Affordable Care Act are still emerging today, but it is clear that increasing the number of insurance covered individuals will lead to even more stresses on a system that is understaffed in primary care and family medicine.…”

Section: Discussionmentioning

confidence: 99%

“…Physician resources have been stretched by increasing numbers of students and increasing demands on communitybased offices for implementation of electronic medical records, demonstration of quality measures, and fulfillment of insurance requirements for payment. Therefore, identifying and recruiting preceptors to serve as teaching sites has become increasingly challenging in recent years 7,8 . To investigate the question of whether the ongoing health system changes have affected student ratings of the preceptorship, medical student opinions of the Family Medicine Preceptorship experience are reviewed.…”

Section: Introductionmentioning

confidence: 99%

Family Medicine Preceptorships for First Year Medical Students: Durable Educational Value Amid Healthcare Transformation

Boulger

Onello

2018

JRMC

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The required Family Medicine Preceptorship in the first-year curriculum at the Duluth regional campus of the University of Minnesota Medical School has existed for decades and has provided students with opportunities to work with regional family physicians. Exposing medical students to excellent primary care of patients early in the curriculum remains an educational priority. This time series analysis examines physician willingness to participate along with the teaching physician practice structure (physician-owner versus employed physician). A downward trend in the percentage of physicians agreeing to serve as preceptors is

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The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students—A Shared Perspective From the Alliance for Clinical Education

Cited by 69 publications

References 28 publications

Precepting nurse practitioner students

Precepting nurse practitioner students

Predictors of student use of an electronic record

Family Medicine Preceptorships for First Year Medical Students: Durable Educational Value Amid Healthcare Transformation

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