Clinical Educators Faculty Development Module (On-Demand)-Precepting in a Busy Practice

Video Transcription

Video Summary

The talk focused on practical strategies for precepting medical students in busy clinical settings. The speaker emphasized that the preceptor’s three core roles are to educate, supervise, and evaluate learners while fostering safe, ethical, high-quality practice. Because clinicians are often pressed for time, effective precepting requires intentional structure: orient students early, set expectations, identify learning opportunities, keep teaching encounters brief, and gradually increase student responsibility.<br /><br />Several teaching models were highlighted. The one-minute preceptor uses five steps: get a commitment, probe for evidence, reinforce what was done well, correct errors, and teach a general principle. SNAPS is a more learner-driven approach: summarize, narrow, analyze, probe, and select a take-home learning issue. Other quick methods included SPIT (serious, probable, interesting, treatable), “what if” questioning, active demonstration, and ask-tell-ask feedback.<br /><br />The speaker also addressed common challenges such as disengaged learners, students with personal issues, and precepting across multiple schools and disciplines. Suggestions included direct but supportive check-ins, involving clinical education when professionalism problems persist, and using interprofessional learning opportunities. Overall, the message was to use small, incremental improvements, stay flexible, and remember that preceptors are powerful role models whose behavior strongly shapes learner development.

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Precepting in a Busy Practice Recording

Keywords

medical student precepting

clinical teaching

preceptor roles

one-minute preceptor

SNAPS teaching model

ask-tell-ask feedback

learner engagement

interprofessional education

professionalism in clinical training