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Just-in-Time: Statewide Preceptor Development Through Brief Asynchronous Modules.

Kelly L Smith1, Victoria Boggiano1, Ben A Blomberg2

  • 1Family Medicine, University of North Carolina School of Medicine, Chapel Hill, USA.

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|October 6, 2025
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Summary
This summary is machine-generated.

Clinical teachers often lack formal training. Online modules improved knowledge for medical educators, showing high satisfaction and a willingness to recommend the program to peers.

Keywords:
continuing medical education (cme)distance learning/e-learningfaculty development onlinelearning modulespreceptorship

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Area of Science:

  • Medical Education
  • Faculty Development
  • Online Learning

Background:

  • Clinical teachers are crucial for medical training environments.
  • Many clinical teachers lack formal training due to time and distance barriers.
  • The University of North Carolina School of Medicine developed online modules to address this gap.

Purpose of the Study:

  • To evaluate the effectiveness of the AOE Essentials online training modules for clinical preceptors.
  • To assess knowledge gain and participant satisfaction with the asynchronous, self-paced modules.

Main Methods:

  • Developed three asynchronous, self-paced online modules (Expectations, Evaluations, Feedback) for clinical preceptors.
  • Modules included videos, quizzes, and pre/post-tests for knowledge and satisfaction assessment.
  • Knowledge gain was measured using multiple-choice questions; satisfaction adapted from the Mobile App Rating Scale.

Main Results:

  • 254 modules were completed, with the Expectations module having the highest completion rate.
  • Significant knowledge improvements were observed in the Expectations (p<0.001) and Evaluations (p<0.001) modules.
  • High participant satisfaction (4.47-4.7) and a 97% recommendation rate were reported.

Conclusions:

  • AOE Essentials is an effective asynchronous faculty development program for geographically dispersed clinical preceptors.
  • The program demonstrated measurable knowledge gains and high participant satisfaction.
  • This model can be adapted by other institutions for faculty development challenges.