Clinical Preceptors


This is devoted to all preceptors who teach students in the clinical setting.  It is a collection of articles, blog posts, and videos I have found over the years that will help you be the best preceptor possible for your learners.


Roy B et al. JGIM. 2012

Roy B et al. JGIM. 2012



Free Online Certificate Program for Clinical Supervisors

Online Medical Educator Course with CME



 

Sir William Osler: On Full-Time Clinical Teaching in Medical Schools

Defining a Clinician Educator

What makes a good clinical educator?

The Servant Leader

A Systematic Review on Interventions Supporting Preceptor Development

The Art in Clinical Teaching

Clinical Teaching: widening the definition

Clinician Educator: The agent for change in medical education

Clinician-Educators as Dual Professionals: A Contemporary Reappraisal

Defining the Key Roles and Competencies of the Clinician–Educator of the 21st Century

Effective supervision in clinical practice settings: a literature review

How to Nurture Strengths in Medical Students

How to Teach Doctors Empathy

Mastery Learning: It Is Time for Medical Education to Join the 21st Century

The Charismatic Journey of Mastery Learning

Practical (but evidence-based) Clinical Teaching That Doesn’t Suck

Preceptor teaching tips in longitudinal clerkships

Role modelling in medical education: the importance of teaching skills

Teaching behaviors that define highest rated attending physicians: A study of the resident perspective

Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods

The role of the assessor: exploring the clinical supervisor ’s skill set

db’s Medical Rants – Clinical Teaching

db’s Medical Rants – Teaching Style

db’s Medical Rants – Learning Atmosphere

How do medical students perceive clinical learning climate?

Would Socrates Have Actually Used the “Socratic Method” for Clinical Teaching?

Tips on Becoming a Supreme Educator

An Effective Preceptor – For Community-Based Teachers

Using the cloud to enhance clinical teaching

Techniques and behaviors associated with exemplary inpatient general medicine teaching

 


Teaching Clinical Decision Making

 

Entrustment Decision Making in Clinical Training

Educational Strategies to Promote Clinical Diagnostic Reasoning

Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching

Five Microskills for Clinical Teaching

Twelve tips for teaching expertise in clinical reasoning

 


Bedside Teaching

 

Bedside Teaching Rounds Reconsidered

Bedside teaching: specialists versus non-specialists

How to Improve Your Bedside Teaching: Learn from the “pros”

Redesigning Rounds: Towards a More Purposeful Approach to Inpatient Teaching and Learning

Socrates Was Not a Pimp: Changing the Paradigm of Questioning in Medical Education

Teaching Humility at the Bedside

Lessons Learned from A Peer Review of Bedside Teaching

Teaching When There is No Time: A Review of the One-minute Preceptor Model of Clinical Teaching

A Pilot Study Using Nominal Group Technique to Assess Residents’ Perceptions of Successful Attending Rounds

Using Cognitive Mapping to Define Key Domains for Successful Attending Rounds


Communication and Feedback

 

db’s Medical Rants – Communicating Expectations

How to Give Feedback to Medical Students

Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2)

R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency

Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education

Feedback in Clinical Education: Untying the Gordian Knot

Feedback: ensuring that it leads to enhanced learning

Feedback-giving behavior in performance evaluations during clinical clerkships

From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners

MERDE: Topics for Clinical Feedback

Reflections on Feedback: Closing the loop

Feedback to Supervisors: Is Anonymity Really So Important?

The failure to fail underperforming trainees in health professions education

Direct Observation of Clinical Skills Feedback Scale: Development and Validity Evidence

Giving feedback

Students’ motivation toward feedback-seeking in the clinical workplace

 

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YOU have to KNOW the difference because your LEARNER will FEEL the difference