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Community-based preceptors and university faculty demonstrate comparable clinical teaching skills, according to student evaluations. While preceptors used demonstrations less, overall teaching competence was similar, highlighting the value of community practitioners in health professions education.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Clinical Pedagogy

Background:

  • Community-based practitioners and university faculty serve as crucial clinical educators.
  • Assessing and comparing the teaching effectiveness of these two groups is vital for optimizing clinical training.
  • Student perception is a key metric for evaluating teaching quality in clinical settings.

Purpose of the Study:

  • To compare the clinical teaching abilities of community-based preceptors versus university-based clinical faculty.
  • To identify specific differences or similarities in teaching dimensions as perceived by students.
  • To evaluate the overall competence of community practitioners as clinical educators.

Main Methods:

  • Utilized two matched groups of students to evaluate clinical teaching.
  • Assessed teaching abilities across 13 distinct dimensions of clinical instruction.
  • Collected student judgments on the performance of both preceptor types.

Main Results:

  • A significant difference was found in only one of 13 teaching dimensions.
  • Community-based preceptors were reported to use demonstrations less frequently than university faculty.
  • Students judged community-based practitioners to be as competent as university-based faculty overall.

Conclusions:

  • Community-based practitioners are effective clinical teachers, comparable to university faculty.
  • Despite potential time constraints and lack of formal didactic training, preceptors provide valuable educational experiences.
  • Student opinions support the equivalence of teaching competence between community and university-based clinical educators.