Insights from a pilot interprofessional preceptor development program using the Habits of Preceptors platform

Training under the guidance of preceptors is a foundational component of health care education. Despite this vital role, most practicing clinicians receive little formal preparation for teaching. Clinicians who precept seek development opportunities that are pragmatic, expand networks, and are flexible to support work-life integration. However, availability of and access to such training is often hindered by cost, fragmentation, and lack of structured frameworks for self-reflection and application to practice.

To explore satisfaction and perceived professional impact associated with participation in the pilot offering of the Habits of Preceptors (HOP) Academy 101 Foundations Course for Clinician Educators.

The HOP Academy 101 Foundations Course was delivered as a 6-month, asynchronous, interprofessional pilot program incorporating curated educational content mapped to the 11 habits of the HOP Framework with concurrent guided self-reflection and peer discussion activities. Following course completion, volunteers participated in semistructured interviews.

Twenty-four interprofessional clinician educators were invited to participate in the pilot program. Of these, 18 engaged in at least 1 course activity and 6 participated in an interview. Interviewees reported overall high satisfaction with the program and highlighted the practical applicability of the readings, resources, and near peer engagement. Targeted areas of personal growth included feedback practices, professional identity as clinician educators, and leadership capacity. Suggested program improvements included streamlining access across the two-learning platforms, shortening the program timeline, and increasing opportunities for peer and faculty interaction.

Findings from this pilot suggest that structured, asynchronous preceptor development that incorporates peer dialog, guided reflection, and individualized learning is valued by practicing clinicians. Participants reported self-perceived positive impact on precepting confidence and practices, as well as strengthening professional identity. This type of approach may address persistent gaps in traditional preceptor continuing education.