CHSU College of Osteopathic Medicine

Community CLINICAL Education

Office of community clinical education

Welcome to the Office of Community Clinical Education!

Community clinical education team

Jonathan Terry, DO, QME, DABPN, ABIHM

Assistant Dean of Community Clinical Education
Associate Professor, Specialty Medicine

Symon Guerra

Symon Guerra, MHA

Clinical Education Director

Tanya Chino

Tanya Chino

Lead Clinical Education Coordinator

Brianna Guzman

Clinical Education Coordinator

Desiree Landano

Clinical Education Coordinator

Cynthia Parks

Clinical Education Coordinator

Evelyn Sandoval, BS

Clinical Education Coordinator

James Sheehan

Clinical Education Coordinator


  1. Increases patient satisfaction – Your patients enjoy the “extra time” a student listens to their concerns
  2. Inherent desire to give back – It’s personally fulfilling to contribute to the future of medicine
  3. Keeps you current – Students will ask the darnedest things, such as “why do we order that test anyway?”
  4. Students and things and do tasks – They can look up lab values, review imaging, and do literature searches, e.g. scut
  5. Students can do “pre-rounds” on inpatients – They enhance data collection, facilitate nursing interactions etc.
  6. Potential recruitment of future physicians for your medical staff or residency programs – Students develop a loyalty to the institution and to the physician group
  7. There is prestige in being a teacher of future physicians – “Your Doctor Is Also a Teacher” is a nice sign to hang in the waiting room
  8. University Access
    • University Academic Faculty appointment
    • Access to on-line library database and textbooks
    • Access to state of the art SIM lab, holographic anatomy, etc
    • University provides faculty development programs (especially to newer faculty)
    • Large 200 and 250 classrooms and outdoor courtyard (500 people) for events
  9. CME hours awarded/eligible for teaching
  10. Monthly remuneration – Paid directly to physician preceptor or group, on a per student/per month calculation

Becoming 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.


  • 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.


  • 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 Manipulative 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.



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.


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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.

Student exposure to infectious disease and environmental hazards


If a student experiences an exposure incident while participating in clinical experiences and/or clinical laboratory activities, it is to be handled as an emergency. The student is required to:

  • Immediately cleanse the wound with soap and water or if contact in the eye(s) or mucus membranes flush with water for several minutes.
  • Contact the appropriate CHSU personnel immediately:
    • If Year 1 or 2, report the exposure incident to the:
      • Office of Student Affairs
      • Instructor of Record
    • If Year 3 or 4, report the exposure incident to the:
      • Office of Student Affairs
      • Instructor of Record
      • Associate Dean of Clinical Affairs/Experiential Education Director
      • Clinical Preceptor
  • Follow CDC Post-Exposure Prophylaxis (PEP) Guidelines
  • Proceed to the nearest emergency department for immediate evaluation and treatment as needed.
  • Within 24 hours, complete and submit an Exposure form to the Office of Student Affairs. The form may be submitted electronically.

Preceptor Training Videos

CHSU Title IX, Equity, and Diversity Training Video

CHSU FERPA Training Video

Please access Panopto video player using your CHSU credentials.

View Training

CHSU Preceptor 101: Preceptor Evaluation of Students

CHSU Preceptor 101: Student Evaluation of Preceptor

CHSU Preceptor 101: Tips for a Great First Day-Rotation Orientation

CHSU Preceptor 101: Student Telepsychiatry Interview Workflow Demo

library resources & Services for preceptors

As a valued member of the CHSU community, the CHSU Health Sciences Library is pleased to provide you with a variety of resources and services. Our Preceptor Orientation to the Health Sciences Library guide includes:

  • How to access resources like ebooks, ejournals, study tools, procedural videos, drug monographs, and clinical cases
  • Ways to search databases and collections using our search tools
  • Information on the range of services the library offers, such as interlibrary loan and research support
  • A list of popular collections and tools
  • Frequently asked questions (FAQ)

Glossary of terms

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)
CHEACouncil 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
· 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
WILPWellness Individualized Learning Plan
WSCUCWASC Senior College and University Commission