UC Irvine

RATIONALE Recruitment and retention of community preceptors for clinical education is a challenge. CME-based faculty development activities could be effective interventions to help sustain medical student education. Outcome measures of such programs include improvement in teaching skills, attention to student learning and faculty retention. METHODS 100 primary care community preceptors at a suburban setting were targeted for CME-based teaching skills workshops using PEP, OSTE and EBM over one year. Physicians precepted one to two second year medical students in their offices once a week for 12 weeks. They also received site visits with observed teaching by project faculty. Outcome measures included self-assessed teaching skills, preceptor evaluations of activities, and ratings by students and observing faculty. Longer term outcomes will include measures for faculty retention. URL: www.ucihs.uci.edu/family/facultydev/index.html DESCRIPTION OF ACTIVITIES: OSTE (Objective Structured Teaching Evaluation) – stations covering orientation, evaluation, teaching physical diagnosis, difficult learners, and EBM (3 hours) PEP (Preceptors Education Project) 2 – series of workshops using STFM materials on orienting students to practice, evaluation and giving feedback, teaching mircroskills (1.5 hours x 3) EBM (Evidence-Based Medicine) – workshop on databases, clinical practice guidelines, case discussion, and teaching EBM while precepting (5 hours) Site Visits – visits to community preceptor offices with condensed PEP 2 syllabus, weekly checklist, with observations and suggestions after visit (2 -3 hours)