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Clinical Sites – Established Programs

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Presentation on theme: "Clinical Sites – Established Programs"— Presentation transcript:

1 Clinical Sites – Established Programs
Program Directors 101 Clinical Sites – Established Programs Patrick Auth Sandra Banas

2 Instructional Objectives
Identify and discuss the factors that affect securing clinical sites Develop strategies to recruit and retain clinical sites Develop a model for credit hour workload distribution for members of the clinical year team Identify ways to meet the specific clinical education needs of your program

3 What’s in a name? PROGRAM
The Clinical Team The Clinical Team PROGRAM Clinical Coordinator or Director of Clinical Education Clinical Administrator Clinical Staff Principal Faculty CLINICAL SITE Credentialing administrator On-Site Coordinator Scheduler/gatekeeper Primary Preceptor ARC Standard board certified physician or PA supervised by board certified physician Other clinical faculty Anyone missing? Review traditional roles/responsibilities of each member of the team

4 What Works? Has knowledge of PA profession, education, role
In the traditional model, the CC: Has knowledge of PA profession, education, role Knows how to navigate the clinical and political climate in the area Has the ability to effectively communicate with other PA educators and clinicians Ask the group to list: What are the qualifications/qualities of an effective Clinical Coordinator?

5 CC can oversee/intervene CC performs curriculum and student evaluation
What Works ? CC can oversee/intervene CC performs curriculum and student evaluation CC provides preceptor training Ask the group to list: What are the qualifications/qualities of an effective Clinical Coordinator?

6 CC doing basic administrative tasks
What Doesn’t Work? CC doing basic administrative tasks When something goes wrong, everyone points to the CC to solve it CC often seen as “on call” 24/7 to deal with rotation issues Something goes wrong = last minute rotation changes, student issues

7 CC is point of contact for entire 2nd year class
What Doesn’t Work? CC is point of contact for entire 2nd year class The stress of limited clinical sites and the “silo effect” causes burnout in CC positions Something goes wrong = last minute rotation changes, student issues

8 Non-Traditional Models
Non-clinical staff doing a range of work Communication, follow-up, recruitment and retention Elevate the role of the CC CC responsible for the integrity of the curriculum and quality of the teaching

9 Non-Traditional Models
All faculty participate in recruitment of sites/preceptors Faculty advisors responsible for overseeing experience of 2nd year students On-site CCs in large academic medical centers or networks Others?

10 External and Internal Challenges
You know this….. What are the external challenges to recruiting and retaining quality clinical experiences for your students? What are the internal challenges to recruiting and retaining quality clinical experiences for your students? External: Changing demands of health care (fewer resources), competition from other programs, payment by other programs (PA and others), supervisors/gatekeepers protests (money, productivity, safety, lack of adequate staff, transition to EMR/PCMH/etc.) Internal: competition from other programs (medical school, NP program), resources for rewarding sites/preceptors, resources for securing and maintaining sites, increasing class size, novice faculty, faculty recruitment

11 What are the opportunities?
Building two-way relationships What is our value to the clinical site/preceptor Innovative approaches to clinical training Preceptor development Improve teaching skills and maintain productivity Regional approach Recruitment and placement Innovative approaches pairing students (collaborative learning), presentation in room with patient, tailor rotation to meet needs of site, others?

12 Characteristics of an Effective Preceptor - Student Perspective
Hands-on experience Welcomes students Remembers being a student Patient, supportive, and encouraging Knowledgeable, confident, and enthusiastic Welcoming = friendly, professional, prepared and ready to precept. Knowledgeable, confident about continuing their own knowledge

13 Characteristics of an Effective Preceptor - Student Perspective
Models best-practices High student expectations Integrity and respect for all people Demonstrates professional ethics Welcoming = friendly, professional, prepared and ready to precept. Knowledgeable, confident about continuing their own knowledge

14 Characteristics of an Effective Preceptor - PA Program Perspective
Demonstrates broad knowledge Effectively communicates clear objectives and expectations Open to conflicting ideas and opinions Accurately assesses learner’s knowledge, attitudes  and skills Provides effective feedback to the student

15 Characteristics of an Effective Preceptor - PA Program Perspective
Fair and thoughtful evaluations Balances clinical and teaching responsibilities Good role modeling Enjoyment and enthusiasm for patient care and teaching Supportive relationship with the student

16 Barriers to the Recruitment and Retention of Clinical Preceptors
Preceptor Perceptions Patient population not accepting of students Lack of teaching experience Decreased productivity Not enough time to teach Increased student burden PA Program not paying the clinical preceptor

17 Benefits for Clinical Preceptors
Increased enjoyment of clinical practice Sense of giving back to the profession Decreased sense of professional isolation Satisfaction in being a role model for students Faculty appointments CME for teaching Teaching improves own skills

18 The One-Minute Preceptor
A strategy for instruction in the health care setting that consists of the following steps: Get a commitment from the student Probe for supporting evidence Reinforce what was done well – be specific Give guidance about errors and omissions Teach a general principle Conclusion Neher, J. O., Gordon K. C. et al. (1992). A five-step "microskills“ model of clinical teaching Journal of the American Board of Family Practice, 5,

19 PAEA Resources Preceptor Orientation Handbook: Tips, Tools, and Guidance for Physician Assistant Preceptors – developed by PEAA Committee on Clinical Education Clinical Educator Handbook – developed to provide guidance for faculty and staff in coordination of the clinical phase of education

20 PAEA Resources End of Rotation Exams
Cover the 7 core supervised clinical practice experiences of PA education Emergency Medicine Family Medicine General Surgery Internal Medicine Pediatrics Psychiatry and Behavioral Health Women’s Health

21 Discussion Models for credit hour workload distribution for members of the clinical year team

22 List 3-5 takeaways from your session
Snowball fight here? Write down one thing you’re going to do with what you learned today.

23 Acknowledgements Special thanks to the following colleague for her contributions to this presentation: Lisa Walker MPAS, PA-C


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