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Cover image of Precepting Medical Students in the Office
Cover image of Precepting Medical Students in the Office
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Precepting Medical Students in the Office

edited by Paul M. Paulman, M.D., Jeffrey L. Susman, M.D., and Cheryl A. Abboud, M.P.A.
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A practical, how to manual for practicing physicians to help them improve their teaching of medical students in their office.

As medical education curricula continue to evolve, many medical schools are implementing programs that allow students to spend a portion of their time observing primary care physicians in their offices. Currently, more than 20,000 physicians are precepting medical students in this way, and the number will grow as more and more educational programs attempt to move medical student experiences into the community. In Precepting Medical Students in the Office, Paul M. Paulman...

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A practical, how to manual for practicing physicians to help them improve their teaching of medical students in their office.

As medical education curricula continue to evolve, many medical schools are implementing programs that allow students to spend a portion of their time observing primary care physicians in their offices. Currently, more than 20,000 physicians are precepting medical students in this way, and the number will grow as more and more educational programs attempt to move medical student experiences into the community. In Precepting Medical Students in the Office, Paul M. Paulman, M.D., Jeffrey L. Susman, M.D., and Cheryl A. Abboud, M.P.A., bring together experts in the field of family medicine to provide a how-to guide to educating medical students in the patient-care setting. The contributors cover subjects that range from defining the scope of preceptorship to managing the costs, working with medical schools and local hospitals, integrating the student into the practice, providing feedback, problem learners, and teaching styles.

Section topics: Introduction to Community-Based Precepting • Characteristics and Needs of Learners • Clinical Teaching • Organization of the Preceptorship Curriculum • Relationships to Medical Schools and Other Agencies • Legal and Ethical Aspects of Precepting • Faculty Benefits and Resources

"Medical knowledge and training have evolved dramatically over the centuries, but the tradition of dedicated physicians sharing their knowledge, skills, experience, and wisdom with the next generation of young medical students is still vital. Much of today's medical training is of a technical nature, but in reality physicians are as much artists as technicians, and the art of medicine is a skill that cannot be learned in a classroom. As Hippocrates put it a long time ago, the doctor who despises the knowledge acquired by the ancients is foolish." —from the Foreword, by Stuart P. Embury, M.D.

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The editors are to be applauded for giving us an excellent how-to-manual devoted to this essential aspect of the art of medical education.

— Journal of the American Board of Family Practice
About

Book Details

Publication Date
Status
Available
Trim Size
5
x
8.5
Pages
232
ISBN
9780801863660
DOI
Illustration Description
2 line drawings
Subject
Table of Contents

Foreword
Preface
List of Contributors
Part I: Introduction to Community-Based Precepting
Chapter 1. The History and Value of Preceptorships
Chapter 2. How Do I Get Involved in Precepting?
Chapter 3

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Foreword
Preface
List of Contributors
Part I: Introduction to Community-Based Precepting
Chapter 1. The History and Value of Preceptorships
Chapter 2. How Do I Get Involved in Precepting?
Chapter 3. Pitfalls of Precepting
Part II: Characteristics and Needs of Learners
Chapter 4. What Medical Students Want and Need From a Preceptorship
Chapter 5. Learning Needs of Medical Students
Chapter 6. The Teaching Moment
Part III: Clinical Teaching
Chapter 7. Learning During the Preceptorship
Chapter 8. Being a Role Model
Chapter 9. Integrating the Student Into the Practice
Chapter 10. Orienting Medical Students
Chapter 11. Learning Contracts
Chapter 12. Using Goals and Objectives in Community Rotations
Chapter 13. Supervision
Chapter 14. Teaching and Learning Styles
Chapter 15. Formative Feedback
Chapter 16. Summative Feedback, Evaluation, and Grading Students
Chapter 17. Advising From a Preceptor's Perspective
Chapter 18. Dealing with Learners at Different Levels
Chapter 19. Dealing with the Problem Learner
Part IV: Organization of the Preceptorship Curriculum
Chapter 20. The Ideal Preceptorship
Chapter 21. Reinventing the Community-Based Preceptorship
Chapter 22. Costs of Precepting and How to Decrease
Chapter 23. Logistics
Chapter 24. Involving Your Office Staff in Teaching
Part V: Relationships to Medical Schools and Other Agencies
Chapter 25. Working with Preceptorship Sponsors: Medical Schools and Clinical Departments
Chapter 26. Preparing for a Site Visit
Chapter 27. Working with Local Hospital Administrators
Chapter 28. Working with Local Hospital Administrators
Chapter 29. Preceptors in Managed Care Organizations
Part VI: Legal and Ethical Aspects of Precepting
Chapter 30. Liability Issues for Preceptors
Chapter 31. Ethics of Precepting
Part VII: Faculty Benefits and Resources
Chapter 32. Support Services and Products Available for Community Preceptors
Chapter 33. Electronic Communication for Community Preceptors
Chapter 34. Faculty Development
Appendix A. Health Care Financing Administration Rules for Student Documentation in Medicare Patients' Charts
Appendix B. Sample Preceptor-University Contract
Index

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Author Bios
Featured Contributor

Paul M. Paulman, M.D.

Paul M. Paulman, M.D., is a professor in the Department of Family Medicine at the University of Nebraska Medical Center.
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Featured Contributor

Cheryl A. Abboud, M.P.A.

Cheryl A. Abboud, M.P.A., is an administrator in the Department of Pathology and Microbiology at the University of Nebraska Medical Center.
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