clerkship preceptors

Becoming a preceptor

YOUR ROLE AS A PRECEPTOR

Physician preceptors support third- and fourth-year clinical training. By agreeing to supervise and mentor medical students, preceptors are shaping the next generation of providers. It is through a combination of office-based and hospital experiences that most of our students realize the “essence” of becoming a physician in the 21st century. As such, they are heavily influenced by the passion, empathy and fortitude of their preceptors. Preceptors are mentors – a role which requires specific skills and functions. The following areas are provided to help clarify your roles as a CHSU COM preceptor and adjunct faculty member.

PRECEPTOR DUTIES

  • Set expectations for students early in their rotation
  • Provide ongoing feedback throughout the rotation
  • Fill out evaluations and discuss them with students on the last day of their rotation
  • Always be an exemplary and positive role-model (teach them about your specialty and the profession in and out of the office).
  • To optimize the teaching/learning encounter with a CHSU COM medical student, preceptors are asked to carry-out the following functions:
  • Orient student to the rotation and training site. Clearly identify specific service and personal expectations.
  • Encourage office/ancillary care staff to be helpful and make student feel a part of the team.
  • Complete a formal written evaluation of the student’s performance during the rotation and give formative feedback midway through rotation.
  • Contact the Regional Assistant Dean to discuss issues of concern and poor student performance.

TEACHING DUTIES

  • Serve as a mentor (experienced and prudent advisor) who assists the student in applying knowledge and building skills to problem-solve patient care.
  • Provide a variety of patient cases and adequate patient volume.
  • Challenge the student with deliberate and thoughtful questions.
  • Allow the student to participate in patient management to a degree appropriate for the level of training.
  • Provide written and verbal feedback to the student in a constructive and timely manner.
  • Be available, on site, for assistance during all patient care activities.
  • Share learning resources (texts, computers and educational programs if available) sufficient to increase student knowledge and productivity.
  • Assign readings, literature searches, or medical information gathering pertinent to patient cases.

For preceptors who are DOs, integrate Osteopathic Manipulate Medicine into the rotation experience. As such, encourage the use of hands-on OMT as appropriate for the level of training.
If you are unclear about the scope of these duties, or would like additional materials to develop your teaching/mentoring skills, contact your Regional Assistant Dean.


Becoming a ROTATION SITE

Assessment process

The purpose of this process is to ensure students have a rigorous clinical educational experience that meets the core educational learning objectives of the university and is comparable across all core educational sites, regardless of where students rotate. CHSU-COM has a rigorous and iterative process for assessment of its physician role experiences, clinical education experiences and outcomes.

There are four elements integral to this process and include:

1. Curricular requirements:

  • Clearly defined clinical conditions that students should see, as defined by the faculty via the clinical education subcommittee of the curriculum committee
  • Clerkships with the same syllabi and learning objectives, regardless of site
  • Consistent university global learning objectives throughout the clerkship syllabi
  • Opportunities for utilization of osteopathic principles and practice which are available

2. Standardized learner assessments and grading processes across site:

  • Guidelines for grading defined by the clinical education subcommittee of the curriculum committee
  • A standardized EPA-based evaluation form across all clerkships
  • Electronic tracking of patients and conditions seen on rotation
  • A mid-clerkship feedback communication to identify progress toward curricular requirements with a plan for addressing gaps
  • Available electronic cases/OSCEs as a back-up plan for selected conditions or procedures not encountered on rotation

3. Monthly analysis of outcomes

  • Reviewed by clinical education staff
  • Annual clerkship analysis of outcomes cumulatively and across sites by the associate dean of clinical affairs
  • Presentation of data to the curriculum committee and the university’s institutional effectiveness department

4. Infrastructure

  • Data collection and monitoring, including the student information system and learning management system.

The process involves clear communication of the expectations and required elements between the clinical education department and the site preceptors.  Communication will occur at the initial orientation meeting, semi-annually as preceptor evaluation reports are provided to preceptors, and annually as the clerkship director shares annual clerkship academic report data with preceptors.

Monthly clerkship review is conducted by the clinical education staff, with immediate action taken if necessary.  Annual clerkship analysis cumulatively and across sites occurs by the associate dean of clinical affairs with an annual report presented to the curriculum committee.  Feedback and recommendations from the curriculum committee are relayed to the associate dean and clinical education subcommittee to implement recommended clerkship modifications.

The clerkship review process is repeated annually, with data, findings, trends, and recommendations discussed at the annual clinical education retreat.  The retreat provides a forum for safe yet public discussion of critical areas that need improvement, discussing successful practices from other clerkships or sites for possible reproduction.


CURRENT CLERKSHIP ROTATION SITES


Clerkship Policy and Procedures Manual

Preceptors and rotation sites receive the following manual prior to starting their clerkship rotations and agree to abide by all terms and conditions specified in the manual below.

Students receive the following manual prior to starting their clerkship rotations and agree to abide by all terms and conditions specified in the manual below.


Glossary of terms

TermDefinition
AACOMAmerican Association of Colleges of Osteopathic Medicine
ACGMEAccreditation Council for Graduate Medical Education
ACLSAmerican Heart Association’s Advanced Cardiac Life Support
AHAAmerican Heart Association
AOAAmerican Osteopathic Association
ARCAmerican Red Cross
ATSUA.T. Still University; visiting third- and fourth-year students for clerkship
BLSAmerican Heart Association’s Basic Life Support (Healthcare Provider)
CHEA
Council for Higher Education Accreditation
CHMGCommunity Hospitalist Medical Group
CHMG HospitalistContracted Internal Medicine Preceptor (DR)
CHSUCalifornia Health Sciences University
ClerkshipClinical clerkships encompass a period of medical education in which medical students train in a teaching hospital
CMCCommunity Medical Centers
COCACommission on Osteopathic College Accreditation
COMCollege of Osteopathic Medicine
COMATDistinctive subject examinations designed to assess core osteopathic medical knowledge. currently tests on eight core clinical disciplines: Emergency Medicine, Family Medicine, Internal Medicine, OB/GYN, Osteopathic Principles and Practice, Pediatrics, Psychiatry, and Surgery. 2.5-hour exam consisting of 125 questions
COMLEX Level 2 CECOMLEX-USA Level 2-Cognitive Evaluation (CE) is a problem-based and symptoms-based assessment related to clinical care. Broken up into two 4-hour sessions in the same day. 400 questions, the exam covers a wide array of topics including: emergency medicine, family medicine, internal medicine, obstetrics/gynecology, osteopathic principles and neuromusculoskeletal medicine, pediatrics, psychiatry, surgery, and other relevant areas
CORE ELMSExperiential Learning Management System
CRMCCommunity Regional Medical Center
D.O.Doctor of Osteopathic Medicine
Direct Supervision of a Medical StudentDirect supervision of a medical student by a licensed provider who is available in the facility at the time the student is providing care to any patient. For a procedure, the licensed provider must be credentialed to perform the procedure and in the room with the student throughout.
Education DaysThird-year osteopathic medical students will be presented with didactic and small group discussion content covering clinical content, topics of the community health center movement, health systems science, and the Central Valley. The students will be presenting patient case presentations and facilitating journal clubs.
EMRElectronic medical records
FBUFresno Barrios Unidos
FQHCFederally Qualified Health Center
·  Omni
·  Golden Valley”
GMEGraduate Medical Education
GVHGolden Valley Hospital
HospitalistCRMC contracted preceptors
ID/DLIdentification/Driver’s License
ILPIndividualized Learning Plan
IPEInterprofessional Education
KCUMB (KCU)Kanas City University Medicine and Biosciences; visiting third- and fourth-year students for clerkship
LIGSLetters in Good Standing- A letter of good standing is used to verify the character and academic status of a student
M.D.Medical Doctor
MCHMadera Community Hospital
NACIQINational Advisory Committee on Institutional Quality and Integrity
NBOMENational Board of Osteopathic Medicine Examiners
NPNurse Practitioner
OCCOsteopathic Core Competencies
OMM“Osteopathic Manipulative Medicine

Third-year osteopathic medical students will be provided the opportunity to complete training in osteopathic manipulation medicine; OMM day is held the last day of clerkship following COMAT exams.”
OMS-l, ll, lll, lVOsteopathic Medical Student in academic year 1, 2, 3, or 4
OPPOsteopathic Principles and Practice
PALSAmerican Heart Association’s Pediatric Advanced Life Support
PGY-1Post Graduate Year One; residency or intern rotations
PreceptorThe preceptor guides the student’s clinical learning experience, facilitates student autonomy, and acts as a role model.
PRHS I, II, III, IVPhysician Role in Health Science Courses 1, 2, 3, 4
QuantiFERON Gold test(QFT) is a simple blood test that aids in the detection of Mycobacterium tuberculosis, the bacteria which causes tuberculosis (TB)
SLOService-Learning Opportunity
Student CredentialingVerification documents required for clinical rotation
SUB-ISub-internship
· 2022 Visiting students
·  Three residency rotations (in hospital)”
Title IVTitle IV of the Higher Education Act
USDEUnited States Department of Education and the Secretary of Education
VSASVisiting Students Application System
VSLOVisiting Students Learning Opportunities
WASCWestern Association of Schools and Colleges
WILPWellness Individualized Learning Plan