Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

Area of Science:

• Health Professions Education
• Clinical Training Systems
• Supervised Practice Models

Background:

• Practice-based learning is crucial for developing clinical and professional competence in health disciplines.
• Learner-to-preceptor ratios are a key component of these systems, with varying benefits and challenges.
• This is the first comprehensive systematic review on learner-to-preceptor ratios in practice-based learning.

Purpose of the Study:

• To systematically review the benefits and challenges of different learner-to-preceptor ratios in practice-based learning.
• To explore these aspects from the perspectives of learners, preceptors, patients, and stakeholder organizations.
• To identify if any specific ratios are superior in balancing stakeholder needs.

Main Methods:

• A qualitative systematic review of published English-language literature was conducted.
• The review encompassed multiple health disciplines.
• Literature was searched from database inception to the present.

Main Results:

• Seventy-three articles were included, identifying eight distinct learner-to-preceptor ratio arrangements across various health professions.
• Each ratio presented unique advantages and disadvantages for learners, preceptors, programs, and healthcare organizations.
• Patient perspectives were notably absent from the reviewed literature.
• The 2:1 and 2+:2+ learner-to-preceptor ratios emerged as most effective in balancing the needs of all identified stakeholders.

Conclusions:

• Anticipated challenges associated with chosen learner-to-preceptor ratios can be managed effectively.
• Future research should prioritize the inclusion of patient perspectives to provide a more holistic understanding.
• Optimizing learner-to-preceptor ratios is essential for effective practice-based learning in health professions.