PURPOSE
Healthcare providers play a vital role in clinical education, yet many face
barriers to becoming preceptors, including limited training in effective
teaching strategies. This project examines whether a structured workshop on
the One Minute Preceptor (OMP) and SNAPPS models—which emphasize efficient
and educational communication—improve preceptors’ confidence in (1) teaching
medical learners and (2) evaluating their performance.
METHODS
This project uses data from an ongoing workshop in the CHI Health system
for healthcare preceptors, recruited via email information and digital
flyers, with a minimum of two participants per session. Participants
completed surveys immediately before, immediately after, and 6 months following
the workshop. Surveys use a 1-5 Likert scale to assess willingness and
confidence in precepting and evaluating learners.
RESULTS
A total of 54 physician assistants, nurse practitioners, and physicians
participated in the workshop and completed the pre- and post-workshop
surveys. Six participants were excluded from the post-workshop analysis due
to missing data or survey administration errors. Two independent samples
t-tests were run. Post-workshop, clinicians reported higher confidence in
precepting medical learners (M = 4.19, SD = .673) than prior to the workshop
(M = 3.74, SD = .732), t(100) = -3.195, p = .002, Cohen’s d = -.634.
Clinicians also reported higher confidence assessing the critical thinking of
medical learners after the workshop (M = 4.16, SD = .624) than prior (M =
3.63, SD = .831), t(101) = -3.656, p < .001, Cohen’s d = -.721.
CONCLUSION
There are a wide range of barriers to precepting medical learners,
including limited training in structured educational methods. A focused
workshop using OMP and SNAPPS significantly increased the preceptors’
confidence in both teaching and evaluation. These findings support
incorporating structured educational training to strengthen clinical teaching
and enhance the learning environment within the clinical setting.