Balancing Act: How to be an Effective Preceptor on a Busy Work Day Angela Cheng-Lai, PharmD, BCPS Clinical Pharmacy Manager Montefiore Medical Center Assistant Professor of Medicine Albert Einstein College of Medicine Bronx, New York May 2, 2017

Disclosures There is no commercial support associated with this educational activity The presenter has no relationship with any commercial company

Objectives Describe strategies that can help a preceptor teach effectively on a busy day Identify ways to collaborate with students and residents that can increase productivity

Challenges of Clinical Teaching Heavy clinical workloads Administrative responsibilities Research and scholarly activities Constraints with time Limitations on training/experience

Strategies For Busy Preceptors Good pre-planning One-Minute Preceptor Method Think Aloud Method Available resources Collaboration with students and residents

Good Pre-Planning Review student’s goals and learning styles Set expectations for learners Obtain student access to patient records Prepare discussion topics ahead of time Topics for next week: HTN, HF

One-Minute Preceptor Method During a patient encounter: Get a commitment Probe for supporting evidence Reinforce what was done right Correct mistakes Teach general rules

Think Aloud Method Occurs when individuals verbalize their thoughts while performing a task Makes clinical reasoning processes more explicit Allows trainees to see how high-content knowledge is used by expert clinicians

Utilization of Available Resources Invite other preceptors/experts to share teaching Bring students to case conferences and other relevant meetings Use online resources (CE Webinars) for learning specific topics

Collaboration with Learners Progress notes Poster presentations (research and quality improvement projects) Peer review Publications (research and review articles, case reports) Medical writing rotation

Summary Busy preceptors can be effective instructors by using a variety of teaching strategies Students/residents can increase the productivity of a preceptor by collaborating on various clinical and scholarly activities

Assessment Question #1 Which of the following is not a strategy for effective teaching? Prepare discussion topics ahead of time Use the One-Minute Preceptor method as a teaching tool Incorporate the Think Aloud Method to daily teaching activities Minimize negative comments to avoid an emotional reaction

Assessment Question #2 A preceptor can increase scholarship activities with students and residents through which of the following task? Guiding students/residents on writing notes regarding patients seen at the clinic Involving students/residents in the peer- review process of a journal article Showing students/residents how to verify medication orders Explaining the pharmacy work flow to students/residents

References and additional resource list Burns C, Beauchesne M, Ryan-Krause P, et al. Mastering the preceptor role: Challenges of clinical teaching. J Pediatr Health Care 2006;20:172-183 Neher JO, Stevens NG. The one-minute preceptor: Shaping the teaching conversation. Fam Med 2003;35(6):391-3 Pinnock R, Young L, Spence F, et al. Can think aloud be used to teach and assess clinical reasoning in graduate medical education? J Grad Med Educ 2015;7(3):334-337 Brown JN, Kemp DW, Parker MH, et al. Methods to promote preceptor scholarship through resident collaboration. Hosp Pharm 2013;48(8):646-649 Phillips HJ, Dangler A, Klem PM, et al. Preceptor development: Responses to frequently asked questions from preceptors in academic hospitals. Am J Health-Syst Pharm 2016;73:e261-6

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