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Video Technology to BOOST Preceptor Recruitment: A Mixed Methods Study.

Mitzi Nunes DʼAquila1, Regina Richter Lagha, Janice Tramel

  • 1Mitzi Nunes D'Aquila, MACM, PA-C, is a faculty member in the Division of Physician Assistant Studies at the Keck School of Medicine of the University of Southern California, Alhambra, California. Regina Richter Lagha, PhD, is a project evaluator in the David Geffen School of Medicine at the University of California Los Angeles, Los Angeles, California. Janice Tramel, MS-HPE, PA-C Emeritus, is an instructor of clinical family medicine in the Division of Physician Assistant Studies at the Keck School of Medicine of the University of Southern California, Alhambra, California. Désirée A. Lie, MD, MSEd, is a clinical professor of family medicine in the Division of Physician Assistant Studies at the Keck School of Medicine of the University of Southern California, Alhambra, California.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
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Summary
This summary is machine-generated.

A short video presentation significantly improved clinician knowledge and comfort in precepting physician assistant (PA) students. This accessible method is preferred over email for providing essential guidance.

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Area of Science:

  • Medical Education
  • Physician Assistant (PA) Studies
  • Clinical Preceptorship

Background:

  • Effective preceptorship is crucial for training physician assistant (PA) students.
  • Clinician knowledge and attitudes can influence the quality of PA student education.
  • Novel educational methods are needed to support and train preceptors.

Purpose of the Study:

  • To evaluate the effectiveness of a brief video presentation in enhancing clinician knowledge regarding PA student preceptorship.
  • To assess the impact of the video on clinician attitudes towards precepting physician assistant students.
  • To identify barriers and motivators for PA student preceptorship.

Main Methods:

  • A mixed-methods approach was employed, including a 12-minute video presentation.
  • Pre- and post-surveys assessed changes in clinician knowledge and attitudes.
  • Focus groups explored barriers, motivators, and the video's acceptability and impact.

Main Results:

  • Participants (n=23) demonstrated significant knowledge gains in 7 out of 10 survey areas.
  • Clinician willingness to precept PA students remained high post-presentation.
  • Key themes identified included motivation from teaching, need for clarity on student needs, desire for support, preference for video over email, and positive reception of similarities to medical student teaching.

Conclusions:

  • A brief, in-person video presentation is an acceptable and effective method for educating clinicians on PA student preceptorship.
  • The video intervention was associated with increased knowledge and comfort levels among preceptors.
  • Findings support the use of video-based education to enhance PA student preceptorship.