CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 17 This involves patient education that is appropriate to the patient’s literacy and educational and cultural backgrounds. Preceptors should be aware that stu- dents enjoy the challenge of diagnosing and treating disease, but that as much—or more—emphasis in their training should be in the area of health promo- tion and disease prevention. Health promotion is often assigned to most of our graduate students in clinical practice, as other health care providers may not see it as valuable to the practice. Practice-Based Learning and Improvement Community-based practices will mandate that the clinician examine the needs of the community and set up specialized services in order to meet the de- mands within the community. These specialized serv- ices are not only limited to the practice itself, but may involve other support services in the community. De- termining what patients and communities need is similar to determining what our students need in order to become competent to practice in their fields. Analyzing practice experiences is only one piece of the puzzle. In addition to assessing the present clinical setting, our students also need to properly interpret the medical literature and clinical studies to improve their knowledge and skill sets. Medicine is constantly developing new theories and treatment modalities, and our students need to be able to incorporate these into their own practices. Preceptors need to become lifelong learners, even beyond the formal require- ments for continuing medical education. Systems-Based Practice Our students need to be aware of the various types of medical practices and health care delivery systems. This awareness will include how costs are calculated and how resources are allocated. The ethics of health care delivery systems must also be part of this under- standing. Providers will need to practice cost-effective, evidence-based health care so that patient care is not compromised because of a bottom-line decision. Our students are also patient advocates since they have the training and medical knowledge to make recommen- dations to patients who do not share this same base of knowledge. They may sometimes need to advocate for patients in recommending treatment that has bet- ter outcomes, but at a higher price. C. PRECEPTOR QUALIFICATIONS Preceptors are expected to have the knowledge and expertise in their field as evidenced by their having appropriate professional degrees and certifications. Preceptors are also expected to • have a minimum of two years of experience in their field (specific to PAs) • be committed to their own lifelong learning (Their resumes should document that they regularly participate in appropriate professional development programs and training.) • have interest in and time for guiding, teaching, and assessing a graduate student intern • have an independent provider contract along with a facility agreement D. REQUIREMENTS FOR CLINICAL EXPERIENCE All training sites must be preapproved by the clinical director. Sites approved by the clinical direc- tor must • have a signed and fully executed affiliation agreement between the university, department, and the training facility • have at least one person at the site who is willing to provide formal, one-to-one supervision with the student • be recognized by state or federal licensure or accreditation by the accrediting body appropriate to that agency • be able to provide the student with a representative sample of the patient population for clinical practice References Goertzen, J., Stewart, M., and Weston, W. (1995). Effective teaching behaviors of rural family medicine preceptors. Canadian Medical Association Journal, 153 (2), 161-8. Irby, D.M. (1978). Clinical teacher effectiveness in medicine. Journal of Medical Education, 53, 808-815. Irby, D.M., Ramsey, P.G., Gillmore, G.M., and Schaad, D. (1991). Characteristics of effective clinical teachers of ambulatory care medicine. Academic Medicine, 66 (1), 54-5. Skeff, K.M. (1988). Enhancing teaching effectiveness and vitality in the ambulatory setting. Journal of General Internal Medicine, 3 (Mar/Apr Supplement), S26-33. Tumulty, P.A. (1973). Effective Clinician. Philadelphia: W.B. Saunders. Whitman, N. (1990). Creative Medical Teaching. Salt Lake City: University of Utah School of Medicine.