Preceptors seeking credit for “Community Preceptor Recognition” or “Master Preceptor Recognition” ~ The resource links provided on this page are categorized into those that offer CME credit and those that do not offer CME credit but may be used in lieu of CME credit. Please refer to the following links for specific details on how to meet “recognition” requirements if you prefer the non-CME credit options available:
Community Preceptor Recognition
CME Credit Offered
► Teaching Medical Students in the Community Practice Setting – Presentations - The Office of Regional Medical Education at the University of Texas Medical Branch in Galveston has begun to develop informational “Modules” on topics in medical education which we hope community-based physicians will find useful in their teaching activities. The first module is called The Community Physician’s Role in Medical Education. It presents an overview of teaching, evaluation, and feedback techniques applicable to student education in an office setting. The second module provides an in-depth review of effective Feedback and Evaluation techniques, and future Modules are planned to include Teaching and Learning Styles, Professionalism, and Teaching the Clinical Competencies. All modules currently available have been approved for up to two AMA PRA Category 1 CreditsTM.
► Ohio University, Office of Faculty Development – “Educational Resources” links include sites specifically for preceptors. Audioseries- The One Minute Preceptor: Five-Step Microskills Model of Clinical Teaching - A workshop authored by educators from the University of Washington and UCSF. The learning modules contain online review questions and posttest for CME credit.
► International Association of Medical Science Educators – This link provides a listing of available webcast audio seminars. While often more focused for teachers of the basic sciences, specific areas related to adult learning theory may be of interest to community preceptors.
► Community Campus Partnerships for Health – This site provides a multitude of information for community educators such as incorporating service learning as a component of medical education, community-based research, and guidelines for the development of community-campus partnerships. Webcasted seminars for CME credit and conferences are often listed with archived links should you miss them live.
► American College of Physicians – This site may be used as a tool for preceptors and students to work through together. “Manage 48 interactive cases in various subspecialties of Internal Medicine. (This) interactive software lets you review patient assessments, order tests, prescribe treatments, respond to outcomes, and receive expert feedback on your decisions. Clinical Problem-Solving Cases (CPSC) allows physicians to earn up to 48 category 1 CME credits.”
► MD Consult – Cyberounds, CME Online – Available through the “databases” link on the UTMB library website. Preceptor must have UTMB domain access to set up a “personal account” free of charge to use the “CME Center”. To obtain UTMB domain access, please contact Ms. Daniela Ramos at (409) 747-0269 or daramos@utmb.edu. This resource provides “interactive and engaging conferences moderated by distinguished academics. There are nearly 200 Grand Rounds activities across 15 specialties. The conferences are sponsored and administered by the Cyberounds Committee at the Albert Einstein College of Medicine, which has designated this continuing medical education activity for a maximum of 50 hours per 12-month period in Category 1 credit towards the AMA Physician’s Recognition Award.
► Southern New Hampshire AHEC – Category 1 CME credit is available for completing modules in areas including: “Feedback”, “Integrating the learner in the busy practice”, “Effective preceptor”, “Setting expectations”, “Evaluation”, “Teaching styles, learning styles”, Difficult learning situation, management”, “1-Minute Preceptor”. An additional summary page of “Resources and Links’ is also provided.
► Think Cultural Health – Bridging the gap through cultural competency continuing education programs – This site offers “To train physicians to care for diverse populations, the U.S. Department of Health and Human Services’ (HHS’) Office of Minority Health (OMH) has commissioned Cultural Competency Curriculum Modules (CCCMs). These modules, encompassed in A Family Physician’s Practical Guide to Culturally Competent Care, will equip family physicians with competencies that will enable them to better treat the increasingly diverse U.S. population.” Nine CME credits may be obtained by completing all 3 modules.
Master Preceptor Recognition Criteria Met by Participation
► The Expert Preceptor Interactive Curriculum (EPIC) – Steps for easy registration can be provided by request to the ORME (409-772-6905 or plhentsc@utmb.edu). Learning modules include: Clinical Teaching Skills - 1. Setting the Stage, 2. Effective Teaching in the Community Practice, 3. Evaluating Performance and Giving Feedback Teaching Contemporary Topics - 4. Teamwork in Healthcare, 5. Information Technology, 6. Evidence-Based Care, 7. Clinician-Patient Relationships, 8. Changing Environment: Managing Care, 9. Health Promotion / Disease Prevention, 10. Working with the Community.
► Cincinnati Children’s Hospital Medical Center – The faculty development programs summarized on this site include offerings tailored to “all levels of learners and educators and to all disciplines in medicine including residents, fellows, junior faculty and medical educators in faculty development regionally and nationally”. Programs that may be of particular interest to highly committed preceptors include:
Online Certificate – This program is designed to increase “basic knowledge and skills in educational pedagogy tailored to healthcare professionals”. The certificate is awarded by the University of Cincinnati College of Education. Students may choose any five courses from the full Master’s Degree in Education (MEd) program course listing to meet their own particular needs.
Individual Online Courses – Health care professionals may enroll in courses drawn from the MEd curriciulum.
Basic and Advanced Educator Development – The links on this site provide information about four-day workshops available for your level of experience. A grant funded by the American Academy of Pediatrics may be of interest to preceptors seeking financial support to attend this event.
Online Master’s degree in Education – “This new program is designed to provide advanced education to health care professionals in the area of medical teaching and learning. The emphasis will be on adult learning, curriculum and teaching methods, and medical education evaluation and research.”
Community Preceptor Recognition Criteria Met by Participation
► The Expert Preceptor Interactive Curriculum (EPIC) – Steps for easy registration can be provided by request to the ORME (409-772-6905 or plhentsc@utmb.edu). Learning modules include: Clinical Teaching Skills - 1. Setting the Stage, 2. Effective Teaching in the Community Practice, 3. Evaluating Performance and Giving Feedback Teaching Contemporary Topics - 4. Teamwork in Healthcare, 5. Information Technology, 6. Evidence-Based Care, 7. Clinician-Patient Relationships, 8. Changing Environment: Managing Care, 9. Health Promotion / Disease Prevention, 10. Working with the Community.
A 1 - 3 page summary based on information presented in any of these sites provide criteria for Community Preceptor Recognition
► Ohio University, Office of Faculty Development – “Educational Resources” links include sites specifically for preceptors:
Teaching in Your Office: A Guide to Instructing Medical Students and Residents – provided by the American College of Physicians, “The book, Teaching in Your Office, is a comprehensive resource for physicians interested in improving their techniques in office-based teaching while maintaining the efficiency of their practice.” Summary tables in five domains are provided with a link to download in palm doc format.
Effective Clinical Teaching – an informative manuscript of insights for Ohio State College of Osteopathic Medicine preceptors but applicable to any community-based physician educator.
► University of Alabama at Birmingham
Instructional Tips – Instructional tips with additional links to resources are provided. Examples that may be of particular interest to community-based educators include: “Effective Questioning”, “Effective Teaching”, “Giving Feedback”, and “Observation & Evaluation”.
Community-based Teaching Weblinks – Scroll down to the Online Articles section to review insights from experienced preceptors associated with medical schools around the nation speaking on topics such as, “Orienting medical students in community-based teaching sites”, “Focused teaching: facilitating early clinical experience in an office setting”, “Evaluating without fear”, “Students as assets”, “Observing students in a clinical setting”, “Clinical preceptors: Tips for effective teaching with minimal downtime”, and “The preceptor as ethics teacher”.
► University of Massachusetts Medical School – offers a “Faculty Developer’s Toolbox” with Powerpoint presentations on “General Teaching”, “Teaching Informatics and Evidence-based Medicine”, and “Teaching about Culture”.
An online learning module – comprehensively presents “Effective Learning in the Clinical Setting” with video supplements.
A summary of resources from other websites – is available as well.
► Medical Education Online – The “Resource Section” of this website contains “educational resources provided by the developers for distribution to other medical educators”. The available material is organized into the following sections: Curricula and teaching materials, evaluation instruments, and software utilities.
► American Association of Medical Colleges (AAMC) MedEdPortal - This site provides “a system through which medical educators can publish, share and discover peer-reviewed educational materials.” It currently harbors over 250 indexed and searchable resources. While there are a plethora of problem-based cases for use in clinical instruction and assessment, there is also a wide range of articles detailing teaching skills issues pertinent to medical educators.
► Supported by the Academy of Pediatrics (AAP) and the Ambulatory Pediatric Association this Starter Kit is offered to the practicing pediatric generalist or subspecialist, office-based or hospital-based, in a private practice, a community clinic, a public health setting, or other practice arrangement, who wants to teach students or residents. This hankering to teach may arise from the pediatrician, or it may be prompted by a request from an academic health center needing a community-based site and faculty to offer learning experiences to students or residents. The kit presumes that teaching and academics have not been a large or regular part of the pediatrician's daily agenda until now, but for those who have had some teaching experience, the kit may serve as a refresher. Text available in html or .pdf formats. (Excerpt written by Stanley Fisch, MD, FAAP.)
General Resource Information – not for preceptor recognition.
► Honolulu Community College – Provides a plethora of “Teaching Tips” with links divided into major areas of teaching domains such as “Using Questions Effectively” which are further broken down into subcategorized links such as “Soctratic Questioning – Challenge accuracy and completeness of thinking’ and “Types of Questions – Types based on Bloom’s taxonomy”.
► Southern Group on Educational Affairs – Provides a “Web-based professional development resource” summary page with teaching skills and learning theory resource links from various university websites.