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• Identify the name and clinical level of the student.
• Inform the team that a student is coming and share specific info regarding expectations of the engagement. Inform patients as indicated.
• Notify scheduling of any unique needs and scheduling expectations/needs.
• Consider any notification of patients that a student will be coming. For example- post a printout in the reception area.
• Identify who will work with the student should the primary preceptor not be available i.e. days off, sick days, vacation, alternate assignment, etc…
• Explore the anticipated schedule/student expectations for the first week based upon the student’s level of experience.
• Review key information and resources for successful precepting.
• Go over roles and responsibilities of preceptors and students.

Another helpful technique for training the student and giving them exposure to real-world clinical experience is the triangle method, which involves presenting in front of the patient.

• Introduce the student to yourself, the team, and provide a tour.
• Student and preceptor review expectations of roles and goals for the experience.
• Create a timeline for goal completion, progressing from observing to conducting visits with minimal guidance.
• Role model professional practice and ethical behaviors at all times. Be present and engaged, encouraging professional collaboration with other team members. Encourage students to share instances of sexual harassment, anti-racism, microaggressions, etc. from patients or staff with their preceptors (or the appropriate officials with their program). Helps them to know it's a safe environment.
• Include the student in any key meetings or unique opportunities. Seek out experiences.
• Guide learning using a model such as  and provide an opportunity for reflection. Address any issues early and include appropriate leadership.
• Review goal progress weekly to plan for the following week and adjust the plan as indicated. (Goals should be between 2-3 activities/objectives for the week.)

• Review the goals/objectives with the student to identify any gaps, unmet expectations or outstanding accomplishments. Constructively, share strengths and opportunities for ongoing improvement.
• Complete the school evaluation form for the student’s program.
• Provide feedback related to the employer regarding the precepting experience.
• Complete any CME course as a benefit of precepting.

• Identify the name, clinical level of the student, and time period of the experience.
• Confirm the Memorandum of Agreement (MOA) with the school.
• Identify a preceptor and any educational needs for the preceptor. Confirm preceptor availability and interest.
• Inform the team that a student is coming and share specific info regarding expectations of the engagement. Inform patients as necessary.
• Identify who will work with the student should the primary preceptor not be available i.e. days off, sick days, vacation, alternate assignment, etc.
• Assure that the first week’s goals and objectives have been established. Adjust schedule as needed.
• Encourage the preceptor to review key information and resources for successful precepting. (Your employer may have other specific HR policies and requirements.)
• Arrange for access to computer, workspace, Electronic Health Record (EHR), and other onboarding requirements.
• Inform preceptor of any required trainings (EHR, etc.).

• Introduce the student to the leader, preceptor, team, and provide a tour.
• Discuss expectations of roles and goals for the experience (student and preceptor together).
• Provide an overview of the clinical site to include first-day requirements (HIPPA, key policies and procedures, resources, emergency plans, who to contact if unable to come in, snow day notification, etc.)
• Include the student in any key meetings or unique opportunities. Seek out experience to meet objectives.
• Meet with the student every three weeks to evaluate experience, assure forward movement toward goals, and remove barriers.
• Keep open communication with the school program for problem solving if needed.

• Offer an exit interview or survey to the student to learn about the experience from their perspective. Share any learnings with preceptor/staff and implement any process improvement. Use your judgment on what you share.
• Assure that the school evaluation form for the student’s program is completed by the preceptor.
• Provide feedback to the school as indicated.
• Remind preceptor of continuing medical education course opportunities as a benefit of being a preceptor.

The preceptor role is a critical and integral role within the educational process.

Serving as a professional role model and clinical guide for the experience, the preceptor promotes a goal-oriented and positive learning experience.

Studies have shown that preceptors who demonstrate an interest in teaching, connect with students, encourage discussion, are organized and available, and provide ongoing feedback to the student are considered the best preceptors (Young, et al., 2014).

• Appropriate and current licencing.
• Meet the minimum number of years of practical clinical experience as required by the school.
• Possess attributes that support teaching and a positive student experience such as effective communication, ability to motivate, skilled in clinical practice and teaching, and the ability to assess and evaluate the learner (Emory, 2019).
• Time, willingness, and commitment to completing the process.

Preceptor role responsibilities include, but are not limited to:

• Create a positive and trusting learning environment to promote confidence building and clinical growth.
• Be a model of professional practice and ethical behaviors at all times, demonstrating clinical and cultural competency. Be present and engaged, encouraging professional collaboration with other team members.
• Provide orientation of the student experience within the practice including the facility, fellow team members, policies and procedures, and other available resources.
• Set clear expectations and objectives, review goals and objectives weekly for progress, and the identification of any gaps.
• Offer ongoing and timely feedback to develop the student's knowledge, clinical reasoning, and critical thinking.
• Supervise clinical care, ensuring that high-quality clinical care is always provided.
• Progress the experience from shadowing to conducting visits with minimal guidance, as appropriate for the student’s level of experience and expertise.
• Provide demonstration, instruction, and guidance to enhance skill development.
• Address any issues early and constructively, involving faculty, supervisor, or others as needed.
• Complete all documentation, such as student assessments/evaluations and co-signing records.
• Explore and connect students with opportunities to shadow other health professionals and meet with community-based organizations.

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Burns, C., Beauchesne, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), 172-183.

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Emory University School of Medicine (2019). Becoming an effective preceptor.

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Gordon, K., Meyer, B., & Irby, D. (2021).  The One Minute Preceptor: Five Microskills for Clinical Teaching.

Hallberg, J. (n.d.). Community Preceptor Toolbox: Students Add Value. [Video]. University of Minnesota Medical School & Minnesota Medical Association. (2:18 minutes)

Hovaguimian, A., Joshi, A., Onorato, S., Schwartz, A. W., & Frankl, S. (2021). Twelve tips for clinical teaching with telemedicine visits. Medical Teacher, 1-7.

Mountain Area Health Education Center Office of Regional Primary Care Education. (n.d.) The One Minute Preceptor: 5 Microskills for One-On-One Teaching.

Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.

PAEA’s Committee on Clinical Education. (2017b). The One Minute Preceptor.

Paulman, P. (n.d.). Tips to being an effective Preceptor. [Video]. UNMC's Preceptor Video Series by the Interprofessional Academy of Educators. YouTube. (4:47 minutes)

Pijl Zieber, E. (2005).  Interacting with Students: Student Preparation. https://saskpreceptors.ca/documents/interacting-with-students/Student-Preparation.pdf

Teherani, A., O'Sullivan, P., Aagaard, E. M., Morrison, E. H., & Irby, D. M. (2007). Student perceptions of the one minute preceptor and traditional preceptor models. Medical Teacher, 29(4), 323-327.

Fryer-Edwards, K. (n.d.). Tough talk: A toolbox for medical educators- Giving feedback.

Hallberg, J. (n.d.). Community Preceptor Toolbox: Providing Feedback. [Video]. University of Minnesota Medical School & Minnesota Medical Association. (6:07 minutes)

Johns Hopkins University School of Medicine. (n.d.). Sample Clinical Performance Narrative Comments.

PAEA’s Committee on Clinical Education. (2017a). Ask-tell-ask model feedback model.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations. McGraw-Hill Contemporary.

Paulman, P. M. (2000). Managing the difficult learning situation. Family Medicine, 32(5), 307-9.

Pijl Zieber, E. (2005).  Interacting with Students: Student Failure.

University of Cincinnati Internal Medicine. (2016). Feedback - A Request from Internal Medicine Residents. [Video]. YouTube.  (3:54 minutes)

University of Wisconsin’s School of Medicine and Public Health. (2008). Giving feedback. [Video] (7:30 minutes)

Hallberg, J. (n.d.). Community Preceptor Toolbox: Time Management. [Video]. University of Minnesota Medical School & Minnesota Medical Association. (3:01 minutes)