Week 1
Dear PCC Preceptor,
Thank you again for serving as a preceptor for a third year PCC students.
Key Task: One-Minute Preceptor
The One-Minute Preceptor is a model for teaching in the office.
For further reading:
- The One-minute Preceptor: Shaping the Teaching Conversation. Fam Med 2003;35(6)391-3 Jon O. Neher, MD; Nancy G. Stevens, MD, MPH
- Evidence-based Office Teaching-The Five-step Microskills Model of Clinical Teaching (Fam Med 2006;38(3):164-7.) Sarah Parrott, DO; Alison Dobbie, MD; Heidi Chumley, MD; James W. Tysinger, PhD
- Strategies for Efficient Office Precepting (Fam Med 2005;37(4):239-41.) Alison E. Dobbie, MD
What's Going On: What your student will be doing when not in clinic:
Each week students meet in small groups for the Problem Based Learning Cases. They also participate in three sessions centered on Doctor/Patient Communication Skills. In each week's email I will include information about what conditions your student will be discussing. You can greatly reinforce the small group learning by sharing your clinical experience with the topics covered in these sessions.
Beginning in the 2011-12 academic year, the PCC is partnering with the statewide AHEC system to enhance the community project component of the clerkship.
The AHEC representatives will help facilitate connections between students and community partners for such projects as:
• Health Careers mentoring
• General health curricula in schools or community settings
• Enhancing care at free clinics/community health centers
• Community health initiatives
Each student is required to:
• Choose a project by the end of the second week;
• Actively participate in chosen community project (minimum 24 hours);
• At the end of the rotation, present a description of the community, the project, background and project impact on the community, with focus on interest in working with underserved communities. This can be done singly or as a group.
The Community Projects is graded as pass/fail.
Reminder: Sign Off on Student's Observation Log
As you know, in previous years, students were required to track ten disease-focused (Diabetes, HTN, etc) clinical experiences. This year, EKG interpretation has been added to list of skills that students must document they have been observed by and received feedback from preceptors.
Students will continue to be required to track observation and feedback on each of the skills in two ways:
--Ask preceptors to sign off on the Clinical Care Skills: Observation and Feedback Log a paper log.
--Electronically track completion of each observation
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Resources:
An easy way to remember what students most want from their preceptors?: 4 L's
- Let them see patients by themselves
- Listen to their H&P, assessments
- Look at ‘em while they talk to or examine patients
- Learn 'em (5 Microskills)
Let them see patients by themselves: One of the most important aspects of the PCC is the opportunity for students to simply talk with patients. This builds their confidence, their sense of self as a physician, and their appreciation of primary care.
While shadowing to see how you do something is important, it should not be how the student spends the majority of his/her time.
Thanks for your time and contribution to medical education. Let me or Christie Legler christie.legler@fammed.wisc.edu. know if you have questions or problems.
David Deci, MD
Director, Primary Care Clerkship
David Deci@fammed.wisc.edu
