The institution for which you precept has provided you with a username and password. Use those to access the site.
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Read about the benefits of precepting and find a medical school in your community.
The medical school for whom you're precepting for may have added resources here.
TeachingPhysician.org is a comprehensive web-based resource that connects medical schools and residency programs to community preceptors. It provides point-of-need instruction for preceptors in the form of videos, tips, answers to frequently asked questions, and links to in-depth information on precepting topics. See the full Topic Index here. Our help page for preceptors and administrators is here.
This Enduring Material activity, TeachingPhysician.org, has been reviewed and is acceptable for up to 40.00 Prescribed credit(s) by the American Academy of Family Physicians. Term of approval begins 03/15/2017. Term of approval is for one year from this date. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Visit our Help page to read tips for both preceptors and institutional administrators. You'll find information about how to login, finding content you need, and a video covering the features administrators need to get the most out of the their subscription. For subscription questions, email Liz at email@example.com. For tech support, email Ray at firstname.lastname@example.org. For questions about the site's content, email Brian at email@example.com.
The Five-Step Microskills model for precepting, also known at the One-Minute Preceptor, maximizes the efficiency of each clinical teaching encounter with a learner. The structure of this model allows you to more accurately identify your learner’s gaps in knowledge and teach general rules to improve his or her clinical reasoning.
The first step in this model begins after the learner has presented a patient's case. Ask the learner to commit to a potential diagnosis or treatment plan by asking "What do you think is going on?" This commitment encourages the learner to process the information and focus on solving the patient’s problem.
Once the learner has made her commitment, you can then move into the second step of probing for evidence to support that diagnosis or treatment plan. You will be able to spot gaps in the learner’s knowledge and gain insight into his or her critical thinking skills. These first two steps allow you to give specific feedback and targeted teaching in the rest of the teaching encounter.
Visit the Teaching Strategies section for more models and methods for helping learners develop diagnostic reasoning skills.
Visit the Focus of the Month Archive