1. 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

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

3. 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

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

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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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

14. 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

15. 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:
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):
Brown JN, Kemp DW, Parker MH, et al. Methods to promote preceptor scholarship through resident collaboration. Hosp Pharm 2013;48(8):
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

16. Thank you! Questions/Comments?+