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The Effective Preceptor
The Effective Preceptor
Bridging the Gap of education and practice, knowledge and experience.
A 44 page presentation
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At the end of this CBL the learner will be able to:
At the end of this CBL the learner will be able to:
Describe what a preceptor is and the personal benefits of being a preceptor
Understand common characteristics of adult learners
Understand how to facilitate learning, and give feedback
Describe what a preceptor is and the personal benefits of being a preceptor
Understand common characteristics of adult learners
Understand how to facilitate learning, and give feedback
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Definition of PreceptorDefinition of PreceptorA preceptor is a qualified practitioner who
provides transitional role support and effective clinical learning for a newcomer within a collegial partnership.
A preceptor supports the growth and development of a newcomer for a predetermined length of time with the specific purpose of socializing and integrating that newcomer into a new role
A preceptor wears the hat of teacher, tutor, mentor, facilitator, and coach
A preceptor is a qualified practitioner who provides transitional role support and effective clinical learning for a newcomer within a collegial partnership.
A preceptor supports the growth and development of a newcomer for a predetermined length of time with the specific purpose of socializing and integrating that newcomer into a new role
A preceptor wears the hat of teacher, tutor, mentor, facilitator, and coach
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The Effective PreceptorThe Effective Preceptor
Characteristics ofthe Effective Preceptor Careful analysis
Communication
Skillful management
Motivating the patient
Motivating the learner
Characteristics ofthe Effective Preceptor Careful analysis
Communication
Skillful management
Motivating the patient
Motivating the learner
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Adult Learning PrinciplesAdult Learning Principles• Adults are autonomous and self-directed.
• Adults come armed with related experience and knowledge.
• Adults respond to a variety of teaching methods.
• Adults need to be shown respect.
•Adults want immediate application of what they learn.
• Adults are goal-oriented.
Considerations for Teaching Adults
Considerations for Teaching Adults
Are they READY sufficient skills see a need to learn
How will it effect their daily job life personal benefits
Practical practice hands-on exercises, real-life scenarios
Knowledge sharing/Participation ask questions encourage discussion
Relate training to something they know
Are they READY sufficient skills see a need to learn
How will it effect their daily job life personal benefits
Practical practice hands-on exercises, real-life scenarios
Knowledge sharing/Participation ask questions encourage discussion
Relate training to something they know
Learners
New learning is shaped by the learner’s
prior knowledge
Much learning occursthrough social
interaction
Successful learning involves the use of numerous strategies
Learning is tied to particular situations
Four Principles of Learning
Theorists seek to analyze and synthesize, looking for the rational schema. They like models and seek
to resolve ambiguity.
Reflectors like to ponder, to observe from different perspectives, do not draw quick conclusions but listen and observe.
Activists try anything once, are easily bored, seek new experiences and are willing to have a go.
Pragmatists test ideas to see if they work – down to earth, problem solvers.
Read
Hear Words
Watch still picture
Watch moving picture
Watch demonstration
Do a site visit
Do a dramatic presentation
Simulate a real experience
Do the real thing
Visual
Kinesthetic(Experiential)
Verbal
10% of what they read
20% of what they hear
30% of what they see
50% of what they hearand see
70% of what theysay or write
90% of whatthey say asthey do a thing
“Cone of Experience” People generally remember:
Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
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TOP TEN TIPS FOR TEACHING
TOP TEN TIPS FOR TEACHING
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1. Remember your great teachers and role models:
1. Remember your great teachers and role models:
A great teacher is part of you forever
A great teacher is part of you forever
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What makes a great teacher?
What makes a great teacher?
Enthusiasm one of the most important characteristics
Clinical skills, organized approach.
Adept at interacting with students, actively involves student, gives ongoing feedback
Enthusiasm one of the most important characteristics
Clinical skills, organized approach.
Adept at interacting with students, actively involves student, gives ongoing feedback
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Motivating the LearnerMotivating the Learner
The Effective Preceptor
Emphasizes problem solving Promotes active
involvement of the learner Demonstrates enjoyment
and enthusiasm for patient care and teaching
Develops a supportive relationship with the learner
The Effective Preceptor
Emphasizes problem solving Promotes active
involvement of the learner Demonstrates enjoyment
and enthusiasm for patient care and teaching
Develops a supportive relationship with the learner
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2. Do An Orientation : The Elks can seem like a maze
to a new learner
2. Do An Orientation : The Elks can seem like a maze
to a new learner
Take the time to orient the Take the time to orient the learner to the department learner to the department
Introduce them to the support Introduce them to the support staffstaff
Go over your expectationsGo over your expectations
Take the time to orient the Take the time to orient the learner to the department learner to the department
Introduce them to the support Introduce them to the support staffstaff
Go over your expectationsGo over your expectations
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Orient yourself to the learner
Orient yourself to the learner
Find out what is their level of training, previous experience, what are their objectives for the day?
Find out what is their level of training, previous experience, what are their objectives for the day?
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Careful Analysis of the Learner
Careful Analysis of the Learner
The Effective Preceptor
Accurately assesses the learner’s knowledge, attitudes and skills
Uses direct observation of the learner
Provides effective feedback Performs fair and thoughtful
evaluations
The Effective Preceptor
Accurately assesses the learner’s knowledge, attitudes and skills
Uses direct observation of the learner
Provides effective feedback Performs fair and thoughtful
evaluations
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3. Prime The Learner3. Prime The Learner
Prepare the learner before entering the patient’s room
Set the stage Give clear purpose and
goals
Prepare the learner before entering the patient’s room
Set the stage Give clear purpose and
goals
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4: Use Effective Questioning4: Use Effective Questioning Get a commitment from the learner
“What do you think is going on?”
Broadening “What else should we assess?”
Justifying “What about this patient is typical of a Left
Hemi?” Hypothetical
“What if this was a Right Hemi?”
Get a commitment from the learner “What do you think is going on?”
Broadening “What else should we assess?”
Justifying “What about this patient is typical of a Left
Hemi?” Hypothetical
“What if this was a Right Hemi?”
Stages of LearningStages of Learning
*Unconscious Incompetence Conscious Incompetence
Conscious Competence Unconscious Competence
*Very first step!Help them discover what they don’t know
They will stay in this stage for a while….they know it but need to think to apply it.
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Wait timeWait time
Wait for the light to come on: Give Give the learner sufficient time to formulate their answer
Studies show that teachers often wait about one second before they answer the question themselves
Wait for the light to come on: Give Give the learner sufficient time to formulate their answer
Studies show that teachers often wait about one second before they answer the question themselves
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CommunicationCommunication
The Effective Preceptor Possesses and
demonstrates broad knowledge
Explains the basis for actions and decisions
Answers learner questions clearly and precisely
The Effective Preceptor Possesses and
demonstrates broad knowledge
Explains the basis for actions and decisions
Answers learner questions clearly and precisely
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CommunicationCommunication
The Effective Preceptor Is open to conflicting ideas
and opinions Connects information to
broader concepts Communicates clear goals
and expectations Captures learners attention Makes learning fun
The Effective Preceptor Is open to conflicting ideas
and opinions Connects information to
broader concepts Communicates clear goals
and expectations Captures learners attention Makes learning fun
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5: Identify 1 minute teachable moments:
5: Identify 1 minute teachable moments:
Learner asks a question Interesting clinical finding Interpreting labs & x-rays demonstrating an exam
maneuver or procedure communications with
patients or consultants
Learner asks a question Interesting clinical finding Interpreting labs & x-rays demonstrating an exam
maneuver or procedure communications with
patients or consultants
Every moment can be a teachable moment
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When may it not be the best time for a teachable
moment
When may it not be the best time for a teachable
moment Things are going wrong/ patient
crashing Emotionally charged situation for
you, the learner or patient End of shift Learner is saturated, tired,
distracted, hungry etc.
Things are going wrong/ patient crashing
Emotionally charged situation for you, the learner or patient
End of shift Learner is saturated, tired,
distracted, hungry etc.
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Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs
Physical
Emotional
Intellectual
Spiritual
Self-Actualization
Remember that learning is an activity that will only happen when lower, more basic needs are all ready met.
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6: Use Modeling6: Use Modeling Be CapableBe Capable:: Demonstrate your belief in competency Demonstrate your belief in competency
and excellence in providing the best possible care to and excellence in providing the best possible care to your patients.your patients.
Be SensitiveBe Sensitive:: Demonstrate sensitivity to patient Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the concerns as well as to the anxiety and needs of the learnerlearner
Be EnthusiasticBe Enthusiastic:: Sharing your enthusiasm for Sharing your enthusiasm for patient care, teaching and learning can produce patient care, teaching and learning can produce more enthusiastic (and fun) learners.more enthusiastic (and fun) learners.
Be YourselfBe Yourself:: Demonstrating your approach to Demonstrating your approach to patient care and honestly dealing with the patient care and honestly dealing with the uncertainty and ambiguity of clinical careuncertainty and ambiguity of clinical care..
Be CapableBe Capable:: Demonstrate your belief in competency Demonstrate your belief in competency and excellence in providing the best possible care to and excellence in providing the best possible care to your patients.your patients.
Be SensitiveBe Sensitive:: Demonstrate sensitivity to patient Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the concerns as well as to the anxiety and needs of the learnerlearner
Be EnthusiasticBe Enthusiastic:: Sharing your enthusiasm for Sharing your enthusiasm for patient care, teaching and learning can produce patient care, teaching and learning can produce more enthusiastic (and fun) learners.more enthusiastic (and fun) learners.
Be YourselfBe Yourself:: Demonstrating your approach to Demonstrating your approach to patient care and honestly dealing with the patient care and honestly dealing with the uncertainty and ambiguity of clinical careuncertainty and ambiguity of clinical care..
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Skillful Teaching and Practice
Skillful Teaching and Practice
The Effective Preceptor
Provides effective role modeling
Demonstrates skillful interactions with patients
Presents information with organization and clarity
The Effective Preceptor
Provides effective role modeling
Demonstrates skillful interactions with patients
Presents information with organization and clarity
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Skillful Teaching and Practice
Skillful Teaching and Practice
The Effective Preceptor
Organizes and controls the learning experience
Gives appropriate responsibility to the learner
Balances clinical and teaching responsibilities
The Effective Preceptor
Organizes and controls the learning experience
Gives appropriate responsibility to the learner
Balances clinical and teaching responsibilities
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7: PROVIDE FEEDBACK7: PROVIDE FEEDBACK
•You can observe a lot by watching•Yogi Berra
Effective feedback provides constructive
suggestions to reinforce or modify behavior
Effective feedback provides constructive
suggestions to reinforce or modify behavior
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Why Is Feedback Important?
Why Is Feedback Important? Learners who get feedback:
do significantly better develop better judgement learn faster
Learners rate feedback as second most important quality of a good preceptor
Most learners want more feedback on their clinical skills
Feedback helps everyone
Learners who get feedback: do significantly better develop better judgement learn faster
Learners rate feedback as second most important quality of a good preceptor
Most learners want more feedback on their clinical skills
Feedback helps everyone
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Barriers to Giving Feedback
Barriers to Giving Feedback
“The learners already know how they are doing.”“I don’t have time.”“That must have been an anomaly.”“I’m not used to this. I feel awkward.”“Learners get defensive.”
Part of being an effective preceptor is to get past these inaccurate or limiting beliefs
How to Give FeedbackHow to Give Feedback
Set expectations
Assess learner
Feed information back to learner
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Feedback…how to
Feedback…how to
Always start with one thing that went well….even if it is just their attitude or willingness to try.
After the positive feedback focus on one item that could be improved (Sandwich technique)
I liked how you …….. but make sure you also……..
Always start with one thing that went well….even if it is just their attitude or willingness to try.
After the positive feedback focus on one item that could be improved (Sandwich technique)
I liked how you …….. but make sure you also……..
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8: Know how to troubleshoot
8: Know how to troubleshoot
But remember, your ability to model keeping cool under pressure and coming up with “plan C” is a valuable part of mentoring. Reality is we need to work in less than ideal conditions…..but still strive for great outcomes. The learners also need to develop these skills.
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9. You won’t have all the answers
9. You won’t have all the answers
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When you don’t know the answer
When you don’t know the answer
Admit it!! Teacher should be a facilitator of
learning rather than an encyclopedic source of knowledge
Model ways of gathering the data Ask another team member What resources you can use
Become co-learners together
Admit it!! Teacher should be a facilitator of
learning rather than an encyclopedic source of knowledge
Model ways of gathering the data Ask another team member What resources you can use
Become co-learners together
And remember….research has shown that
Learners care more about your enthusiasm than your
fund of knowledge
And remember….research has shown that
Learners care more about your enthusiasm than your
fund of knowledge
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It's not what is poured into a
student, but what is planted
Linda Conway
It's not what is poured into a
student, but what is planted
Linda Conway
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10: The Nike Rule: JUST DO IT !
10: The Nike Rule: JUST DO IT !
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The Effective PreceptorThe Effective Preceptor
Growing in EffectivenessBecome a “connoisseur”
of teaching
Careful Study Try new things Talk about it with others Meet with other interesting
people
Growing in EffectivenessBecome a “connoisseur”
of teaching
Careful Study Try new things Talk about it with others Meet with other interesting
people
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WHAT’S IN IT FOR ME?WHAT’S IN IT FOR ME?
To teach is to learn twice over
To teach is to learn twice over
Joseph JoubertJoseph Joubert
Teaching is one of the best ways to challenge and motivate yourself to stay current in skills and knowledge.
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The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher
inspires.
William Ward
The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher
inspires.
William WardThere is great personal satisfaction in “passing on” what we all learned “the hard way”
Remember the person you mentor today ….may be your caretaker tomorrow!
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“It’s always helpful to learn from your mistakes because
then your mistakes are worthwhile”
Garry Marshall
“It’s always helpful to learn from your mistakes because
then your mistakes are worthwhile”
Garry Marshall
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Thank you for your attention
Thank you for your attention
Please take the exam to receive credit
Please take the exam to receive credit
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