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Journal of Medical Education

Abstract

A growing problem for medical education in the United States is how to provide training to family physician preceptors (physicians in private practice responsible for teaching ambulatory medicine to medical students and residents) whose increasingly burdensome work load has made them more sensitive to additional demands placed on their time. This paper describes a possible solution: a self-study, modular-based training program. The purpose of the program is to stimulate preceptors to reflect on their teaching style, modify it in ways that enhance student learning, and move closer to a teaching style that encourages students to question, think, and reflect on their ambulatory experiences. Several design principles shaped the development of the program: develop a　self-study program to alleviate the time restraint problem; present educational theory in a meaningful context; develop content through a variety of learning experiences; and include family physicians in the course development process. The modules place preceptors in learning situations that require them to perform a variety cognitive actions: application of what they learned; problem-solving; case study analysis; reflection on the precepting experience and student learning; and content review. The design strategy rests on the premise that these types of learning experiences may lead preceptors to modify their teaching style and, as a result, provide students with similar learning experiences.

First Page

231

Last Page

237

DOI

10.6145/jme.199809_2(3).0002

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