Preceptor Expectations and Experiences in a Longitudinal Integrated Clerkship Article Swipe
Zachary Tabb
,
Kristina Monteiro
,
Paul George
·
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.22454/primer.2018.824638
YOU?
·
· 2018
· Open Access
·
· DOI: https://doi.org/10.22454/primer.2018.824638
Introduction: The Longitudinal Integrated Clerkship (LIC) as a pedagogical model in medical education is a burgeoning area of interest as an alternative to a traditional, rotation- (block) based curriculum and presents a distinct set of considerations. A large number of studies examine the impact on students participating in LIC programs, but fewer assessments exist for the preceptors involved. This study sought to understand changes in expectations and experiences following LIC program participation. Methods: We conducted a survey-based prospective cohort study of preceptors before and after first-time LIC program participation. Five-point Likert-type questions were grouped into four subscales determined by areas of practice and preceptor role: clinical, administrative, professional, and educational. For statistical analyses of the nonmatched responses we used Pearson Chi-Square measures of association and independent t-tests. Results: Forty-seven of 84 (56%) preceptors responded to the presurvey and 42% responded to the postsurvey (35/84), totaling 82 unique responses. Thirty-nine (48%) were female, 64 (79%) had over 5 years teaching experience, and 61 (74%) had prior rotation-based clerkship experience. Only the clinical subscale (evaluating aspects of physical exam, history taking, and patient relationship with physician and student) was significantly different pre- (M1= 3.09[SD=0.40]) to post-LIC (M2= 3.47[SD=0.29]) showing a positive change at post-LIC participation (P=0.03). Conclusion: For first-time LIC preceptors in a new LIC program, participation led to improvements in clinical practice without detriment to administrative, professional, or educational roles. Future research should examine changes among individual preceptors over time as well as assessments of students, including knowledge, skills, and attitude outcomes.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.22454/primer.2018.824638
- https://journals.stfm.org:/media/1369/tabb-primer2018824638.pdf
- OA Status
- diamond
- Cited By
- 3
- References
- 10
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W2783902645
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W2783902645Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.22454/primer.2018.824638Digital Object Identifier
- Title
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Preceptor Expectations and Experiences in a Longitudinal Integrated ClerkshipWork title
- Type
-
articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2018Year of publication
- Publication date
-
2018-01-10Full publication date if available
- Authors
-
Zachary Tabb, Kristina Monteiro, Paul GeorgeList of authors in order
- Landing page
-
https://doi.org/10.22454/primer.2018.824638Publisher landing page
- PDF URL
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https://journals.stfm.org:/media/1369/tabb-primer2018824638.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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diamondOpen access status per OpenAlex
- OA URL
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https://journals.stfm.org:/media/1369/tabb-primer2018824638.pdfDirect OA link when available
- Concepts
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Preceptor, Curriculum, Clinical clerkship, Likert scale, Medicine, Medical education, Longitudinal study, Psychology, Family medicine, Pedagogy, Developmental psychology, PathologyTop concepts (fields/topics) attached by OpenAlex
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3Total citation count in OpenAlex
- Citations by year (recent)
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2025: 1, 2020: 1, 2018: 1Per-year citation counts (last 5 years)
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10Number of works referenced by this work
- Related works (count)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.A | 36 |
| abstract_inverted_index.a | 7, 14, 23, 31, 75, 197, 210 |
| abstract_inverted_index.61 | 161 |
| abstract_inverted_index.64 | 152 |
| abstract_inverted_index.82 | 145 |
| abstract_inverted_index.84 | 130 |
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| abstract_inverted_index.as | 6, 19, 239, 241 |
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| abstract_inverted_index.(79%) | 153 |
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| abstract_inverted_index.Pearson | 119 |
| abstract_inverted_index.aspects | 173 |
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| abstract_inverted_index.skills, | 247 |
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| abstract_inverted_index.(35/84), | 143 |
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| abstract_inverted_index.Conclusion: | 204 |
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| institutions_distinct_count | 3 |
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