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Achieving Consistency with Clinical Preceptors

Achieving Consistency with Clinical Preceptors. Michelle Daniel Steven Rougas Eugene Corbett. Vertical Curricular Integration. Yr 4. Clinical . Basic Science . Yr 1. Clinical Preceptors. Consistency. Faculty Development “101” for Clinical Preceptors. Cognitive Apprenticeship.

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Achieving Consistency with Clinical Preceptors

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  1. Achieving Consistency with Clinical Preceptors Michelle Daniel Steven Rougas Eugene Corbett

  2. Vertical Curricular Integration Yr 4 Clinical Basic Science Yr 1

  3. Clinical Preceptors

  4. Consistency

  5. Faculty Development “101” for Clinical Preceptors

  6. Cognitive Apprenticeship

  7. Barriers to Achieving Consistency Ewe’s are blocking the road

  8. Major Barriers

  9. Recruitment and Retention • Recruitment • Make education personally valuable (fun, rewarding to work with students, opportunities for professional growth) • Offer time / monetary compensation if possible* • Promote non-$ benefits (faculty appt, CME, library / athletic access) • Network and communicate with department chairs • Use senior medical students, standardized patients, and allied health professionals for teaching certain skills • Retention • Document faculty contribution for promotion • Teaching awards / recognition • Provide mentoringand meaningful faculty development • Work with department chairs & deans on payment issues* *Via DOCS, demonstrate a national standard for reimbursement

  10. Communication • Face to face (best) • 1:1, OSTEs • Small / large groups • Technology • Email • Youtubeclips • Teaching / faculty development websites

  11. Major Barriers DEFINE the barrier, Generate 3-5 solutions using CA theory

  12. Wrap up • Following up • Mentoring • Holding faculty accountable

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