The effect of a medical student on community preceptor productivity

Abstract

Background Medical students are increasingly being taught in community‐based hospitals and clinics in addition to university‐based health systems, and there is sustained interest in the question of whether medical schools should pay healthcare organizations to allow students to precept to compensate for loss of productivity by preceptors. This study aimed to inform this subject by investigating the effect of medical students on preceptor productivity. Methods The authors analysed retrospective data on preceptor productivity and time efficiency from 17 outpatient primary care physicians over 7 months and 38,205 patient visits. Then, the authors surveyed these same physicians to assess how they believe precepting medical students affected their productivity. Results The retrospective data analysis found that physicians see slightly more patients per half‐day when accompanied by a student. In surveys, these physicians reported the same number of patients seen per half‐day with or without a medical student, but more time spent in clinic with a medical student. They also reported that allowing students to document in the medical record often helped reduce/offset the lengthened workday. Conclusions Medical students either increase or do not change the number of patients seen per half‐day but can increase preceptor time spent in clinic per day. Generally, physicians accept this increased time for the sake of promoting education and the joy of teaching. These findings can inform medical schools and healthcare organizations when negotiating financial arrangements for preceptorships in community based primary care clinics. Specifically, these findings suggest that medical students precepting do not cost the hospital organization in terms of preceptor productivity.

Precepting medical students in the clinical setting: Its time, not money

“…In anticipation of this, funds are funnelled to healthcare organisations and preceptors as a means of making the organisation whole 4 . In this issue, Hatfield and colleagues 5 challenge the dogma that medical students are fated to have a negative impact on clinical productivity.…”

“…compensation and awards) for teaching. A growing body of literature exists to guide us regarding primary care physician and preceptor motivation toward teaching 3–6 . Expectedly, a longitudinal experience is superior, fostering relationship building and trust over time.…”

“…A growing body of literature exists to guide us regarding primary care physician and preceptor motivation toward teaching. [3][4][5][6] Expectedly, a longitudinal experience is superior, fostering relationship building and trust over time. Additionally, preceptors notice enhanced efficiencies over time with learners.…”

“…Additionally, preceptors notice enhanced efficiencies over time with learners. 5 Through the lens of professional identity theory, it is likely that the development of teacher-student bonds inspire preceptors to continue teaching independent of monetary compensation. Thinking beyond efficiency, we found ourselves asking various questions including of relevance to the gains one might achieve for the cost of time: Who exactly are these preceptors?…”

“…Expectedly, a longitudinal experience is superior, fostering relationship building and trust over time. Additionally, preceptors notice enhanced efficiencies over time with learners 5 . Through the lens of professional identity theory, it is likely that the development of teacher‐student bonds inspire preceptors to continue teaching independent of monetary compensation.…”