Preceptor Roles And Responsibilities - Overview

It is anticipated that each physician preceptor will play the roles of both clinical teacher and mentor for the student; these responsibilities include the education and training of a student, which begins with a clear set of boundaries and parameters and which can bring out the best in each student.

One or more of the clinic physicians will be designated as primary preceptor(s)/site coordinator(s), but it is not expected that they will be the only preceptor(s) teaching the student. Involve all willing and available community physicians in the teaching process. Clarify with them the goals and objectives of the WRITE Program prior to their working with the student and introduce them to the WRITE web site.

• Attending (or designating a member of the faculty to attend) the WRITE Orientation with their student just prior to the start of the on-site portion of the program (view Orienation at Site Suggestions);
• Discussing both the student’s and the preceptor’s/site’s expectations of the experience;
• Providing the student with a comprehensive orientation to the clinical practices and hospital(s) in the medical community;
• Introducing the student to staff and health professionals with whom they will be in contact (i.e., reception, security, attendings, etc.);
• Explaining and establishing effective practice routines for hospital, emergency room, nursing home and house calls;
• Acquainting the student with site-specific procedures regarding exposure, needle-sticks, emergencies, etc;
• Directing and coordinating the student’s educational experience during the time that they are in the community and helping the student to integrate basic scientific knowledge with practical, clinical problem-solving skills;
• Assigning patients “of their own” for the student to follow and observe treatment outcomes during their stay in the WRITE community (these can be nursing home patients);
• Designing and submitting to the WWAMI Regional Office a scheduling grid to ensure that they receive experience in all areas and which will balance the professional and academic requirements with the student’s personal needs; arrange the student’s schedule so that they have call and time off at the same time as their assigned preceptor;
• Assessing what types of clinical problems they have not had an opportunity to observe and when possible, making these experiences available to the student as opportunities arise for the student to observe and participate in;
• For the Family Medicine Clerkship, students are to be introduced to the concepts of patient centered care (PCC), mindfulness and clinical judgment. Ultimately, the goal of attaining these skills is improving time management, better patient outcomes, and greater job satisfaction. This clerkship is an opportunity to learn the basics of these skills and strategies, which will be honed over the span of a career. Preceptors are to note on the Patient Centered Observation Form that this requirement is completed.
• Observing them on a regular basis and following up with daily integrated and scheduled weekly & monthly feedback;
• Monthly, completing and submitting the WRITE Progress Report & Feedback Summary Form
• At mid-term (about the first week in April), reviewing the student’s prior monthly WRITE Progress Report & Feedback Summary Form to be certain that there is a pattern of progress; i.e., as the student becomes more comfortable in your setting, he/she will be able to function more as a sub-intern than a clinical clerk;
• Reviewing the student's progress on the Community Service Project to be certain that it can be completed by the end of the WRITE program;
• At the end of the Family Medicine Clerkship, submitting the Family Medicine Clinical Performance Evaluation Form by May 9, 2008 and at the end of the WRITE Rotation, completing and submitting the WRITE Preceptor Summary Form and department evaluation forms: Family Medicine Elective Evaluation Form, Medicine Clerkship Evaluation Form, Pediatric Clerkship Evaluation Form, Psychiatry Clerkship Evaluation Form to your WWAMI Regional Office by June 19, 2008 or at your WRITE close-out session with your WWAMI Regional Dean;
• Disseminating WRITE information to appropriate faculty and staff within the medical community and educating them on the use and application of evaluation and grading tools;
• Spending time with the student outside of the “work” environment so that he/she is exposed to the lifestyle and community role of a rural primary care physician;
• Working with the student to assist her/him in settling into the community; providing information on schools, restaurants, activities and all the other “jewels” within the area that only a local resident would know;
• If at all possible, arranging with any local newspapers, radio stations or television stations to interview the student regarding the WRITE Program; this has been found to be an excellent way to introduce the student to the community and to advertise your practice;
• Assisting the student in coordinating and hosting two (possibly three) UWSOM faculty visitors;
• Being available for a WRITE close-out session with student and WWAMI Regional Dean, whereupon all final paperwork and student evaluation forms can be submitted.
• You can expect your WRITE student to request a letter of recommendation from you upon completion of the WRITE program. It is important to complete this letter as soon as possible, while the details of your experience with this student are still fresh. Keep it on file for submission to the Student Affairs office once it is requested.