Preceptor Resources

Resources for clinical preceptors in Maine. Some of the resources apply to all clinical roles and some are specifically for physicians, physician assistants, and nurse practitioners.

Checklists and Documents

Preceptor Readiness Checklist

Clinical Site/Administration Readiness Checklist

Preceptor Qualifications, Roles, and Responsibilities

Preceptor-Student Relationship and Feedback

Relationship

The preceptor-student relationship is a partnership between adults. The preceptor is an expert and the student or preceptee is a novice.

The goal of the relationship is to guide the student as they transition into professional practice.

Feedback

Students often report that they would like more feedback and specific suggestions. 

While it is anticipated that the preceptor-student experience will go smoothly, at times, issues may occur. Early and effective intervention can transition a difficult situation into an opportunity to educate. When providing constructive feedback or addressing difficult situations, preceptor-student interactions require strong communication skills.

Difficult Conversations

Providing feedback can be challenging, especially if negative feedback is required. When providing difficult feedback, the following may be helpful:

  • Provide feedback early and don’t let issues persist. Pay attention to your instinct, as there may be an issue developing.
  • Look for an opportunity to educate.
  • Include others such as faculty, site leadership, or colleagues, early. Self-reflect on the situation/issue and recognize your own limitations.
  • Use a proven model for addressing difficult conversations or conflicts such as the SOAP Model by Langios and Thach (Paulman, 2000):
    • Subjective: What do you or others think and say? Get feedback from others.
    • Objective: What are the specific behaviors that are observed?
    • Assessment: What is your differential diagnosis of the problem?
    • Plan: Gather more data on your own, from the student, and from school? Intervene by giving feedback, recommending changes, and following up.
  • Best practices for difficult conversations
    • Tough talk: A toolbox for medical educators – Giving feedback. (Fryer-Edwards, n.d.)
      • Be specific
      • Tie feedback to learner goals
      • Tie feedback to behaviors
      • The “feedback sandwich” (one negative comment with two positives)
  • Recognize that issues may come from a variety of sources including underlying or unobvious causes.
  • Use strong communication skills and keep the lines of communication open at all times.
  • Remember that difficult conversations can evoke strong emotions and anxiety in students and preceptors.
  • Remain patient, never defensive, and always be a professional role model.
  • Don’t take anything personally.
  • Maintain good documentation.
  • Seek out sample videos that demonstrate methods of providing feedback such as the University of Wisconsin’s School of Medicine and Public Health’s Giving Feedback video.

For more information on Preceptor Development, please refer to additional resources on the Maine AHEC website.

Tips for Successful Precepting

  • Use a model that’s been proven to be successful such as:
  • At the beginning of the clinical experience, review any academic goals for the experience and establish a plan to complete those goals.
  • Set aside time to plan the day such as a morning huddle and a second regrouping halfway through the day.
  • Meet weekly to review the previous week, identify objectives for the upcoming week, and identify any gaps or barriers toward the overall clinical experience goals set at the beginning of the rotation. Be sure to protect this time to assure goals are worked toward and accomplished.
  • Provide feedback throughout the day.
  • Address issues early. If a difficult conversation is required, consider whom else should be included in the conversation.
  • Ask the student to research one case a week and provide a verbal report.
  • Telemedicine suggestions:
    • Make sure the student is on the screen with the preceptor and introduced.
    • Bring the student into the visit as much as they would be in person.
    • Debrief the telehealth experience should it be different than in person.

Additional Resources by Topic

Continuing Medical Education Offerings

See the New Hampshire AHEC webpage as a guide for preceptor modules with contact hours.

Contact

If you are interested in becoming a preceptor or would like additional information, email Zoe Hull at zhull@une.edu.