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Family Medicine Preceptor Tips

Family Medicine Principles

from John W. Saultz, Textbook of Family Medicine (New York, McGraw-Hill, 2000)

  • Access to care
    • under- and over-utilization of services
    • barriers
  • Continuity of care
    • chronologic
    • geographic
    • generalism
    • continuity for families
  • Comprehensive care
    • scope of practice
    • extent of services
  • Coordiation of care
    • referral
    • in-office systems
  • Contextual care
    • family
    • community
    • social
    • ethnic
    • belief system


One-Minute Preceptor Microskills

Call on Sunday Generates Rounds on Monday

  • Get a Commitment
    • Ask, "What do you think is going on?" and "What do you want for it?"
  • Probe for Supporting Evidence
    • Ask, "How did you arrive at that conclusion?"
  • Teach General Rules
  • Reinforce what was Right
  • Correct Mistakes

Neher JO, Gordon KC, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract 1992; 5:419-24.
Moser SE. "Mnemonic Helpful for Preceptors." Family Medicine, January 2001; 33(1):8.

Questions for Reflection:

  • What would you do the same next time?
  • What would you do differently?
  • What insight did you gain about the patient? About yourself?
  • What similarities do you see with your prior experience?
  • What differences do you see?
  • What surprised you? Why?


Evaluation Using the GRADE Strategy

from Langlois JP, Thach S. Family Medicine March 2001; 33(3):159-160

  • Get Ready
    • review course goals and objectives, evaluation form, decide what you expect from the student
  • Review Expectations with the Student
    • orient student to your practice, set learning goals
  • Assess
    • 1-Minute Preceptor, observe student, frequent direct feedback
  • Discuss Evaluation at the Midpoint
    • formal session, strengths, problems, new learning goals
  • End with a Grade
    • complete form before formal 1-hour session, use specific examples

SOAP Approach to Problem Interactions

Lanolis JP, Thach S. Managing the difficult learning situation. Family Medicine 2000; 32(5):307-9.

  • S: What do others say? Student self-assessment?
  • O: What specific behaviors do you observe?
  • A: Differential diagnoses to consider
    • Cognitive (information, learning problem)
    • Affective (anxiety, fear, anger)
    • Valuative (expectations, value of rotation)
    • Environment (orientation, available experiences)
    • Medical (illness, depression, substance abuse)
  • P: Plan to get more information, intervene, or get help



Last modified: Oct 01, 2018