The institution for which you precept has provided you with a username and password. Use those to access the site.
We have three pricing options, based on the number of preceptors who will have access to the resources.
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. AAFP certification begins 03/15/2019. 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.
Recognize your preceptors and precepting sites by providing them with a national award. Medical schools and residency programs can nominate teachers and teaching practices that meet the criteria. Learn more.
The American Board of Family Medicine (ABFM) Precepting Performance Improvement Program allows academic units (Sponsors) to offer Performance Improvement credit (MOC IV) to family physicians who teach medical students or residents and who participate in a teaching improvement activity.
In support of this, the interactive online self-assessment tool allows preceptors to self-identify their teaching competency areas and highlight areas of interest for future improvement. The results from the self-assessment tool contain links to faculty development content on TeachingPhysician.org. Preceptors can do this for their own benefit, or in an effort to fulfill the requirements of the Performance Improvement credit. The results of the self-assessment are private, and you need only share them with your institution if you choose to.
One of the largest barriers to clinical teaching is time. With so much to do in clinic, too many minor disruptions can affect a day's schedule and, ultimately, patient care. Teaching, however, can be incorporated into clinical flow naturally. Before a learner arrives, spend a little time reflecting on how you want the learner to impact clinic flow. Begin with the schedule, consider the learner's goals, then select teaching methods that can increase efficiency. For instance, problem-oriented learning can simplify a diverse array of patients into manageable groups for teaching.
A learner whose goals include preventive care could see only those patients who meet that particular learner need. Then, before the learner goes into the exam room, give him or her a specific task. Allow time for the learner to review the patient's chart, see the patient, then complete a note. Encourage the learner to look up clinical questions afterwards.
Read more about managing clinical workflow here.
Visit the Orienting a Learner section for more information about setting expectations and the learner's progress.
Visit the Focus of the Month Archive