1887
Volume 2020 Number 3
  • ISSN: 1999-7086
  • EISSN: 1999-7094

Abstract

Experiential learning is the backbone of many healthcare professional education programs1, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience2. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators3. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n = 325), and qualitatively by conducting 11 focus groups with preceptors (n = 20), students (n = 42), and clinical faculty members (n = 7). Quantitative and qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs to achieve generalizability. The designed syllabus was critically examined and validated by national and international health professional education scholars. Table 1 demonstrates the validated syllabus. “The Practice Educators’ Academy” syllabus is the first intervention nationally and regionally for preceptors to be better equipped with skills and knowledge required for their role as clinical educators, which will enrich the internship experiences of students. With that, preceptors can better prepare competent health profession graduates that will advance healthcare outcomes and meet the healthcare needs of Qatar society and ultimately contribute to achieving Qatar National Vision 2030.

Loading

Article metrics loading...

/content/journals/10.5339/jemtac.2020.qhc.14
2021-01-20
2021-09-23
Loading full text...

Full text loading...

/deliver/fulltext/jemtac/2020/3/jemtac.2020.qhc.14.html?itemId=/content/journals/10.5339/jemtac.2020.qhc.14&mimeType=html&fmt=ahah

References

  1. Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE guide No. 63. Med Teach. 2012;34(2):e102-e15. .
  2. Cuellar LM, Ginsburg DB. Preceptor's Handbook for Pharmacists. ASHP; 2015 .
  3. Nasser R, Morley C, Cook S, Coleman J, Berenbaum S. Dietitians’ perceptions of precepting: knowledge, skills, attitudes, barriers, and training. Can Journal Diet Pract Res. 2014;75(1):7–14 .
http://instance.metastore.ingenta.com/content/journals/10.5339/jemtac.2020.qhc.14
Loading
/content/journals/10.5339/jemtac.2020.qhc.14
Loading

Data & Media loading...

  • Article Type: Conference Abstract
Keyword(s): education , experiential leaning , preceptor , syllabus and teacher training
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error