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Observations on the teaching and learning occurring in offices of community-based family and community medicine clerkship preceptors.
Fam Med. 2004 Feb; 36(2):131-6.FM

Abstract

BACKGROUND AND OBJECTIVES

Previous reports have defined the time that community preceptors spend teaching students, but much remains to be learned about the process and content of office-based teaching. Our objective was to understand better the teaching process and content by documenting how often preceptors used the microskills described in the Five-step "Microskills" Model of Clinical Teaching and how often they discussed tasks described in the Task-oriented Processes in Care (TOPIC) teaching model when working with their students.

METHODS

Using a checklist combining these two models, two independent observers documented the teaching and learning that occurred between 12 preceptors and their students.

RESULTS

Inter-rater concordance was 96.2%. Preceptors frequently used two of the teaching microskills, "probe for supporting evidence" and "teach general rules." Preceptors and students frequently discussed many information-processing and management tasks in the TOPIC model.

CONCLUSIONS

Despite the lack of training in using either model, preceptors frequently used some teaching microskills and discussed many TOPIC model tasks. This finding supports both models as relevant teaching models but further observational study of preceptors trained in using both models is needed. For the TOPIC model, preceptor development may help preceptors to more explicitly refer to TOPIC tasks when teaching clinical content to students.

Authors+Show Affiliations

Department of Family and Community Medicine, Baylor College of Medicine, Houston, TX 77098-3915, USA. williamh@bcm.tmc.eduNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, P.H.S.

Language

eng

PubMed ID

14872361

Citation

Huang, William Y., et al. "Observations On the Teaching and Learning Occurring in Offices of Community-based Family and Community Medicine Clerkship Preceptors." Family Medicine, vol. 36, no. 2, 2004, pp. 131-6.
Huang WY, Dains JE, Monteiro FM, et al. Observations on the teaching and learning occurring in offices of community-based family and community medicine clerkship preceptors. Fam Med. 2004;36(2):131-6.
Huang, W. Y., Dains, J. E., Monteiro, F. M., & Rogers, J. C. (2004). Observations on the teaching and learning occurring in offices of community-based family and community medicine clerkship preceptors. Family Medicine, 36(2), 131-6.
Huang WY, et al. Observations On the Teaching and Learning Occurring in Offices of Community-based Family and Community Medicine Clerkship Preceptors. Fam Med. 2004;36(2):131-6. PubMed PMID: 14872361.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Observations on the teaching and learning occurring in offices of community-based family and community medicine clerkship preceptors. AU - Huang,William Y, AU - Dains,Joyce E, AU - Monteiro,F Marconi, AU - Rogers,John C, PY - 2004/2/12/pubmed PY - 2004/7/30/medline PY - 2004/2/12/entrez SP - 131 EP - 6 JF - Family medicine JO - Fam Med VL - 36 IS - 2 N2 - BACKGROUND AND OBJECTIVES: Previous reports have defined the time that community preceptors spend teaching students, but much remains to be learned about the process and content of office-based teaching. Our objective was to understand better the teaching process and content by documenting how often preceptors used the microskills described in the Five-step "Microskills" Model of Clinical Teaching and how often they discussed tasks described in the Task-oriented Processes in Care (TOPIC) teaching model when working with their students. METHODS: Using a checklist combining these two models, two independent observers documented the teaching and learning that occurred between 12 preceptors and their students. RESULTS: Inter-rater concordance was 96.2%. Preceptors frequently used two of the teaching microskills, "probe for supporting evidence" and "teach general rules." Preceptors and students frequently discussed many information-processing and management tasks in the TOPIC model. CONCLUSIONS: Despite the lack of training in using either model, preceptors frequently used some teaching microskills and discussed many TOPIC model tasks. This finding supports both models as relevant teaching models but further observational study of preceptors trained in using both models is needed. For the TOPIC model, preceptor development may help preceptors to more explicitly refer to TOPIC tasks when teaching clinical content to students. SN - 0742-3225 UR - https://www.unboundmedicine.com/medline/citation/14872361/Observations_on_the_teaching_and_learning_occurring_in_offices_of_community_based_family_and_community_medicine_clerkship_preceptors_ L2 - http://www.stfm.org/fmhub/fm2004/February/William131.pdf DB - PRIME DP - Unbound Medicine ER -