Gary L Beck Dallaghan1, Anton M Alerte, Michael S Ryan, Patricia B Patterson, Jean Petershack, Cynthia Christy, William A Mills, Caroline R Paul, Chris Peltier, Julie K Stamos, Rebecca Tenney-Soeiro, Chad Vercio. 1. G.L. Beck Dallaghan is assistant dean for medical education, University of Nebraska College of Medicine, Omaha, Nebraska. A.M. Alerte is associate professor of pediatrics, University of Connecticut Health Center, Hartford, Connecticut. M.S. Ryan is assistant dean for clinical medical education, Virginia Commonwealth University School of Medicine, Richmond, Virginia. P.B. Patterson is assistant professor of pediatrics, Maine Medical Center, Portland, Maine. J. Petershack is professor of pediatrics, University of Texas Health Science Center at San Antonio, San Antonio, Texas. C. Christy is professor of pediatrics, University of Rochester School of Medicine, Rochester, New York. W.A. Mills Jr is associate professor of pediatrics, University of North Carolina School of Medicine, Chapel Hill, North Carolina. C.R. Paul is assistant professor of pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin. C. Peltier is associate professor of clinical pediatrics, University of Cincinnati School of Medicine, Cincinnati, Ohio. J.K. Stamos is associate professor of pediatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois. R. Tenney-Soeiro is associate professor of clinical pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania. C. Vercio is assistant professor of pediatrics, Loma Linda University School of Medicine, Loma Linda, California.
Abstract
PURPOSE: The recruitment and retention of community preceptors to teach medical students is difficult. The authors sought to characterize the underlying motivational factors for becoming a preceptor and to identify strategies for recruiting and retaining community-based pediatric preceptors. METHOD: This multicenter qualitative action study included semistructured interviews with community-based pediatric preceptors affiliated with 12 institutions from August to December 2015. Only active preceptors were included, and participating institutions were diverse with respect to geographic location and class size. Interviews were conducted over the telephone and transcribed verbatim. Six investigators used deidentified transcripts to develop a codebook. Through a constant comparative method, codes were revised as data were analyzed and disagreements were resolved through discussion. All investigators organized the themes into dimensions. RESULTS: Fifty-one preceptors were interviewed. Forty-one themes coalesced into four dimensions: (1) least liked aspects of teaching, (2) preparation to teach, (3) inspiration to teach, and (4) ways to improve recruitment and retention. Time constraints and patient care demands were the most commonly cited deterrents to teaching. Successful preceptors balanced their clinical demands with their desire to teach using creative scheduling. External rewards (e.g., recognition, continuing medical education credit) served as incentives. Internal motivation inspired participants to share their enthusiasm for pediatrics and to develop longitudinal relationships with their learners. CONCLUSIONS: Changes in health care delivery have imposed more time constraints on community-based preceptors. However, this study identified underlying factors motivating physicians to volunteer as preceptors. Strategies to recruit new and retain current preceptors must be collaborative.
PURPOSE: The recruitment and retention of community preceptors to teach medical students is difficult. The authors sought to characterize the underlying motivational factors for becoming a preceptor and to identify strategies for recruiting and retaining community-based pediatric preceptors. METHOD: This multicenter qualitative action study included semistructured interviews with community-based pediatric preceptors affiliated with 12 institutions from August to December 2015. Only active preceptors were included, and participating institutions were diverse with respect to geographic location and class size. Interviews were conducted over the telephone and transcribed verbatim. Six investigators used deidentified transcripts to develop a codebook. Through a constant comparative method, codes were revised as data were analyzed and disagreements were resolved through discussion. All investigators organized the themes into dimensions. RESULTS: Fifty-one preceptors were interviewed. Forty-one themes coalesced into four dimensions: (1) least liked aspects of teaching, (2) preparation to teach, (3) inspiration to teach, and (4) ways to improve recruitment and retention. Time constraints and patient care demands were the most commonly cited deterrents to teaching. Successful preceptors balanced their clinical demands with their desire to teach using creative scheduling. External rewards (e.g., recognition, continuing medical education credit) served as incentives. Internal motivation inspired participants to share their enthusiasm for pediatrics and to develop longitudinal relationships with their learners. CONCLUSIONS: Changes in health care delivery have imposed more time constraints on community-based preceptors. However, this study identified underlying factors motivating physicians to volunteer as preceptors. Strategies to recruit new and retain current preceptors must be collaborative.