Preceptor Handbook

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One-Minute Preceptor Microskills:
(Mnemonic: "Call on Sunday Generates Rounds on Monday")

Get a Commitment
(Ask, "What do you think is going on?",
"What do you want to do for it?")

Probe for Supporting Evidence
(Ask, "How did you arrive at that conclusion?")

Teach General Rules
Reinforce what was Right }
Correct Mistakes             }---Balanced Feedback

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?

Family Medicine Principles

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)

Coordination of care (referral, in-office systems)

Contextual care (family, community, social, ethnic, belief system)

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

Evaluation Using the GRADE Strategy

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

from Langlois JP, Thach S. Evaluation using the GRADE strategy. Family Medicine March 2001; 33(3):159-160). http://www.stfm.org/fmhub/fm2001/mar01/teacher.html

SOAP Approach to Problem Interactions

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 (student, school, others),
intervene (give feedback, change experience,
follow up), or get help

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

References and additional support:
http://wichita.kumc.edu/fcm/
Department of Family and Community Medicine
KU School of Medicine-Wichita
8-17-01/sem