1. The Effective Preceptor Bridging the Gap of education and practice, knowledge and experience. A 44 page presentation

2. 2 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

3. 3 Definition of Preceptor 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 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

4. 4 The Effective Preceptor Characteristics of the Effective Preceptor  Careful analysis  Communication  Skillful management  Motivating the patient  Motivating the learner Characteristics of the Effective Preceptor  Careful analysis  Communication  Skillful management  Motivating the patient  Motivating the learner

5. 5 Adult 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.

6. 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

7. Learners New learning is shaped by the learner’s prior knowledge Much learning occurs through social interaction Successful learning involves the use of numerous strategies Learning is tied to particular situations Four Principles of Learning

8. 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.

9. 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 hear and see 70% of what they say or write 90% of what they say as they do a thing “Cone of Experience” People generally remember: Adapted from Wiman & Meirhenry,.Educational Media, 1960 on Edgar Dale

10. 10 TOP TEN TIPS FOR TEACHING

11. 11 1. Remember your great teachers and role models: A great teacher is part of you forever

12. 12 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

13. 13 Motivating 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

14. 14 2. Do An Orientation : The Elks can seem like a maze to a new learner Take the time to orient the learner to the department Introduce them to the support staff Go over your expectations Take the time to orient the learner to the department Introduce them to the support staff Go over your expectations

15. 15 Orient yourself to the learner  Find out what is their level of training, previous experience, what are their objectives for the day?

16. 16 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

17. 17 3. 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

18. 18 4: 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?”

19. Stages of Learning *Unconscious IncompetenceConscious Incompetence Conscious CompetenceUnconscious 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.

20. 20 Wait 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

21. 21 Communication 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

22. 22 Communication 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

23. 23 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 Every moment can be a teachable moment

24. 24 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.

25. 25 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.

26. 26 6: Use Modeling  Be Capable: Demonstrate your belief in competency and excellence in providing the best possible care to your patients.  Be Sensitive: Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the learner  Be Enthusiastic: Sharing your enthusiasm for patient care, teaching and learning can produce more enthusiastic (and fun) learners.  Be Yourself: Demonstrating your approach to patient care and honestly dealing with the uncertainty and ambiguity of clinical care.  Be Capable: Demonstrate your belief in competency and excellence in providing the best possible care to your patients.  Be Sensitive: Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the learner  Be Enthusiastic: Sharing your enthusiasm for patient care, teaching and learning can produce more enthusiastic (and fun) learners.  Be Yourself: Demonstrating your approach to patient care and honestly dealing with the uncertainty and ambiguity of clinical care.

27. 27 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

28. 28 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

29. 29 7: PROVIDE FEEDBACK You can observe a lot by watching Yogi Berra Effective feedback provides constructive suggestions to reinforce or modify behavior

30. 30 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

31. 31 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

32. How to Give Feedback Set expectations Assess learner Feed information back to learner

33. 33 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……..

34. 34 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.

35. 35 9. You won’t have all the answers

36. 36 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

37. And remember….research has shown that Learners care more about your enthusiasm than your fund of knowledge 37

38. 38 It's not what is poured into a student, but what is planted Linda Conway

39. 39 10: The Nike Rule: JUST DO IT !

40. 40 The Effective Preceptor Growing in Effectiveness Become a “connoisseur” of teaching  Careful Study  Try new things  Talk about it with others  Meet with other interesting people Growing in Effectiveness Become a “connoisseur” of teaching  Careful Study  Try new things  Talk about it with others  Meet with other interesting people

41. 41 WHAT’S IN IT FOR ME?

42. To teach is to learn twice over Joseph Joubert Teaching is one of the best ways to challenge and motivate yourself to stay current in skills and knowledge. 42

43. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Ward There 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!

44. 44 “It’s always helpful to learn from your mistakes because then your mistakes are worthwhile” Garry Marshall

45. 45 Thank you for your attention  Please take the exam to receive credit