ExpiresMarch 18, 2021
Oregon Health & Science University School of Medicine
Community-based clerkships and mentorships are vital components of healthcare learners’ educational development (Dornan, et al., 2014) (Farkas, Allenbaugh, Bonifacino, Turner, & Corbelli, 2019), and students’ experiences in clerkships influence what specialty they choose to pursue (Herwig, Viehmann, Thielmann, Gesenhues, & Weltermann, 2017). Clerkships in poor and rural community settings may be particularly important for teaching students about common barriers to care, and how to leverage innovations such as community health workers and telemedicine (Patel, 2017). Unfortunately, recruiting and retaining community-based preceptors has become challenging in recent years due, at least in part, to time constraints from a changing healthcare system (e.g., widespread adoption of EMR) and a lack of connectedness between academic medical centers and community practices (Christner, et al., 2016) (Paul, et al., 2020).
There is a need for preceptor training opportunities that focus on how to provide quality mentorship to healthcare learners while note compromising the efficiency and quality of care in community-based practice settings (Paul, et al., 2020). For example, the Society of Teachers of Family Medicine has emphasized the importance of developing standardized onboarding processes for students and preceptors, and “integrating students into the work of ambulatory care settings in useful and authentic ways” (Theobald, 2019).
ABMS Member Board Approvals by Type
ABMS MOC Part II CME Activity
Psychiatry and Neurology
NOTE: If a Member Board has not deemed this activity for MOC approval as an accredited CME activity, this activity may count toward an ABMS Member Board’s general CME requirement. Please refer directly to your Member Board’s MOC Part II Lifelong Learning and Self-Assessment Program Requirements.
1) Improve processes and strategies for onboarding healthcare learners to a new practice, including orienting learners to the primary care practice context, setting expectations, and building trust.
2) Develop both formal and informal processes to regularly assess and meet healthcare learners where they are at.
3) Acquire new tools and skills regarding how to provide and request feedback.
4) Discuss the challenge of time constraints and identify mentoring strategies that foster learning while maximizing efficiency.
5) Discuss, and develop processes around, teaching in the era of telemedicine.
Interpersonal & Communication Skills, Professionalism
CME Credit Type
AMA PRA Category 1 Credit