Many students and residents may consider teaching as a part of their rural practice. Few, however, recognize how important it is to their own well-being and to
student learning. Precepting provides one-on-one instruction and mentorship from
passionate and knowledgeable rural physicians who usually are embedded in the
close-knit community they serve. In their longitudinal relationships with students, rural
teachers often allow more independence than is available in other settings. Becoming
a rural preceptor or learning from a preceptor in a rural area is a win-win situation.
Preceptors and students need each other.
After this presentation, participants will be able to:
- List key skills and concepts necessary to be a clinical teacher.
- Describe essential ingredients for professional well-being that precepting meets.
- Envision themselves as an excellent clinical teacher in a rural setting.
Pre-Session Review Content
Prior to the March Grand Rounds event, participants should:
- Read Ostrander’s (2016) Transformations: Reflections on a Longitudinal, Relationship- Centered Medical School Curriculum. Fam Med 48(7):567-8. https://www.stfm.org/familymedicine/vol48issue7/Ostrander567
- Read Minor, Huffman, Lewis, Kost, & Prunske’s (2019) Community Preceptor Perspectives on Recruitment and Retention: The CoPPRR Study. Fam Med 51(5):389-398. https://journals.stfm.org/familymedicine/2019/may/minor-2018-0358/
Pre-Session ActivityDownload Pre-Work