Pub Date : 2024-02-19DOI: 10.22454/primer.2024.403662
Christopher M. Haymaker, Kirsten A. Porter-Stransky, Adam Channell
Introduction: While family medicine (FM) residents are expected to develop teaching skills during their residency, they often develop their approach to teaching informally, with limited explicit instruction in best teaching practices for patients or near peers. Infographics have become an increasingly common tool for teaching because of their ease of use and consistency of message. We explored the impact of an infographic assignment on residents’ teaching practices and perceptions of teaching. Methods: First- and second-year residents were assigned to create infographics on a topic of their choice. We transcribed and analyzed interviews using applied thematic analysis. Results: Residents indicated that the assignment helped them to integrate medical knowledge, identify pertinent points, and intentionally consider how they present information. Conclusion: Creating infographics is a useful way to develop residents’ teaching skills within the context of patient care. For most residents, explicit discussion of their approach to teaching was a new experience, suggesting that more frequent and explicit reflection on teaching could benefit residents, patients, and FM residency programs.
{"title":"Residents as Teachers: Benefits of Creating Infographics","authors":"Christopher M. Haymaker, Kirsten A. Porter-Stransky, Adam Channell","doi":"10.22454/primer.2024.403662","DOIUrl":"https://doi.org/10.22454/primer.2024.403662","url":null,"abstract":"Introduction: While family medicine (FM) residents are expected to develop teaching skills during their residency, they often develop their approach to teaching informally, with limited explicit instruction in best teaching practices for patients or near peers. Infographics have become an increasingly common tool for teaching because of their ease of use and consistency of message. We explored the impact of an infographic assignment on residents’ teaching practices and perceptions of teaching. \u0000Methods: First- and second-year residents were assigned to create infographics on a topic of their choice. We transcribed and analyzed interviews using applied thematic analysis. \u0000Results: Residents indicated that the assignment helped them to integrate medical knowledge, identify pertinent points, and intentionally consider how they present information.\u0000Conclusion: Creating infographics is a useful way to develop residents’ teaching skills within the context of patient care. For most residents, explicit discussion of their approach to teaching was a new experience, suggesting that more frequent and explicit reflection on teaching could benefit residents, patients, and FM residency programs. ","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"27 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.22454/primer.2024.858771
Y. Jarris, Heidi Chang, Sarah Kureshi, R. Mishori, Linda Kaljee, John Hunting, May-Lorie Saint Laurent, H. C. Chen
Introduction: Food insecurity (FI) is defined as a lack of access to enough food for an active, healthy life. We sought to determine how a longitudinal FI screening curriculum impacts medical students’ knowledge, attitudes, and behavior in screening for FI. Methods: This was a prospective, single-institution study. The curriculum consisted of three components completed over 3 years. We administered a survey to the intervention cohort before and after the curriculum and analyzed their written reflections. We also evaluated whether students screened for FI during an objective structured clinical exam (OSCE) and compared their performance to a control cohort, which did not receive the curriculum. Results: Preintervention, students felt screening for FI was important for physicians to do with their patients, but most felt uncomfortable addressing it in clinical settings. Postintervention, there was a statistically significant increase in mean scores for knowledge questions (45.24% vs 74.74%, P<.001, pre- and postintervention, respectively). Students also felt more confident in their abilities to screen and follow up about FI. Additionally, compared to the control cohort, the intervention cohort screened for FI more often during their OSCE (28.21% vs 10.71%, P<.001). Conclusion: A longitudinal curriculum using minimal curricular time can improve students’ knowledge, attitudes, and behavior when screening for FI. Students who received the curriculum were more likely to recognize the need for and perform FI screening. Based on these findings, we anticipate that the curriculum will increase the likelihood of students identifying, screening for, and intervening in cases of FI in future clinical encounters.
导言：粮食不安全（FI）被定义为缺乏足够的食物来维持积极健康的生活。我们试图确定纵向食物不安全筛查课程如何影响医学生筛查食物不安全的知识、态度和行为：这是一项前瞻性的单机构研究。该课程由三个部分组成，历时三年。我们在课程前后对干预人群进行了调查，并分析了他们的书面反思。我们还评估了学生在客观结构化临床考试（OSCE）中是否筛查出 FI，并将他们的成绩与未接受该课程的对照组进行了比较：结果：干预前，学生们认为对病人进行 FI 筛查对医生来说很重要，但大多数学生认为在临床环境中处理这一问题很不自在。干预后，知识问题的平均得分有了显著提高（干预前和干预后分别为 45.24% 和 74.74%，P<.001）。学生们对自己筛查和跟进 FI 的能力也更有信心。此外，与对照组相比，干预组在 OSCE 中筛查 FI 的频率更高（28.21% vs 10.71%，P<.001）：纵向课程利用最少的课程时间就能提高学生在筛查 FI 时的知识、态度和行为。接受该课程的学生更有可能认识到进行 FI 筛查的必要性，并愿意进行筛查。基于这些研究结果，我们预计该课程将提高学生在未来临床工作中识别、筛查和干预 FI 病例的可能性。
{"title":"Screening for Food Insecurity: A Curriculum for Medical Students","authors":"Y. Jarris, Heidi Chang, Sarah Kureshi, R. Mishori, Linda Kaljee, John Hunting, May-Lorie Saint Laurent, H. C. Chen","doi":"10.22454/primer.2024.858771","DOIUrl":"https://doi.org/10.22454/primer.2024.858771","url":null,"abstract":"Introduction: Food insecurity (FI) is defined as a lack of access to enough food for an active, healthy life. We sought to determine how a longitudinal FI screening curriculum impacts medical students’ knowledge, attitudes, and behavior in screening for FI.\u0000Methods: This was a prospective, single-institution study. The curriculum consisted of three components completed over 3 years. We administered a survey to the intervention cohort before and after the curriculum and analyzed their written reflections. We also evaluated whether students screened for FI during an objective structured clinical exam (OSCE) and compared their performance to a control cohort, which did not receive the curriculum.\u0000Results: Preintervention, students felt screening for FI was important for physicians to do with their patients, but most felt uncomfortable addressing it in clinical settings. Postintervention, there was a statistically significant increase in mean scores for knowledge questions (45.24% vs 74.74%, P<.001, pre- and postintervention, respectively). Students also felt more confident in their abilities to screen and follow up about FI. Additionally, compared to the control cohort, the intervention cohort screened for FI more often during their OSCE (28.21% vs 10.71%, P<.001).\u0000Conclusion: A longitudinal curriculum using minimal curricular time can improve students’ knowledge, attitudes, and behavior when screening for FI. Students who received the curriculum were more likely to recognize the need for and perform FI screening. Based on these findings, we anticipate that the curriculum will increase the likelihood of students identifying, screening for, and intervening in cases of FI in future clinical encounters.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.22454/primer.2024.203721
Amnugy Kleebayoon, V. Wiwanitkit
{"title":"The Hazards of Using ChatGPT: Additional Comments","authors":"Amnugy Kleebayoon, V. Wiwanitkit","doi":"10.22454/primer.2024.203721","DOIUrl":"https://doi.org/10.22454/primer.2024.203721","url":null,"abstract":"","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-14DOI: 10.22454/primer.2024.566626
David J. Johnson
{"title":"Where Is mHealth in Integrated Primary Care Education?","authors":"David J. Johnson","doi":"10.22454/primer.2024.566626","DOIUrl":"https://doi.org/10.22454/primer.2024.566626","url":null,"abstract":"","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-14DOI: 10.22454/primer.2024.566626
David J. Johnson
{"title":"Where Is mHealth in Integrated Primary Care Education?","authors":"David J. Johnson","doi":"10.22454/primer.2024.566626","DOIUrl":"https://doi.org/10.22454/primer.2024.566626","url":null,"abstract":"","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"531 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.22454/primer.2024.663516
José E. Rodríguez, Amy Locke, Kendall M. Campbell
Writing is a part of every academic career in medicine, yet many busy clinicians have difficulty finding time to write and may see it as extra work during their time off. This professional development perspective offers a reframing of writing, not as extra work, but as a wellness activity. The National Academy of Medicine’s (NAM) National Plan for Health Workforce Well-being identified seven priority areas where action should be taken to increase wellness in the workforce. Professional writing can “support mental health and reduce stigma” (an explicit NAM priority area) by allowing workers to express gratitude, practice reflection, and write without a deadline. Writing also addresses the NAM priority area of “create and sustain positive work and learning environments and culture” by giving opportunities to support your colleagues, invest in your team, celebrate success, find satisfaction in the sciences, and seek and find healing. By intentionally writing to process emotion and manage work stress, we shift the paradigm for busy clinicians to improve their well-being while simultaneously contributing to academic success.
{"title":"Writing for Personal and Professional Wellness","authors":"José E. Rodríguez, Amy Locke, Kendall M. Campbell","doi":"10.22454/primer.2024.663516","DOIUrl":"https://doi.org/10.22454/primer.2024.663516","url":null,"abstract":"Writing is a part of every academic career in medicine, yet many busy clinicians have difficulty finding time to write and may see it as extra work during their time off. This professional development perspective offers a reframing of writing, not as extra work, but as a wellness activity. The National Academy of Medicine’s (NAM) National Plan for Health Workforce Well-being identified seven priority areas where action should be taken to increase wellness in the workforce. Professional writing can “support mental health and reduce stigma” (an explicit NAM priority area) by allowing workers to express gratitude, practice reflection, and write without a deadline. Writing also addresses the NAM priority area of “create and sustain positive work and learning environments and culture” by giving opportunities to support your colleagues, invest in your team, celebrate success, find satisfaction in the sciences, and seek and find healing. By intentionally writing to process emotion and manage work stress, we shift the paradigm for busy clinicians to improve their well-being while simultaneously contributing to academic success.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"113 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.22454/primer.2024.663516
José E. Rodríguez, Amy Locke, Kendall M. Campbell
Writing is a part of every academic career in medicine, yet many busy clinicians have difficulty finding time to write and may see it as extra work during their time off. This professional development perspective offers a reframing of writing, not as extra work, but as a wellness activity. The National Academy of Medicine’s (NAM) National Plan for Health Workforce Well-being identified seven priority areas where action should be taken to increase wellness in the workforce. Professional writing can “support mental health and reduce stigma” (an explicit NAM priority area) by allowing workers to express gratitude, practice reflection, and write without a deadline. Writing also addresses the NAM priority area of “create and sustain positive work and learning environments and culture” by giving opportunities to support your colleagues, invest in your team, celebrate success, find satisfaction in the sciences, and seek and find healing. By intentionally writing to process emotion and manage work stress, we shift the paradigm for busy clinicians to improve their well-being while simultaneously contributing to academic success.
{"title":"Writing for Personal and Professional Wellness","authors":"José E. Rodríguez, Amy Locke, Kendall M. Campbell","doi":"10.22454/primer.2024.663516","DOIUrl":"https://doi.org/10.22454/primer.2024.663516","url":null,"abstract":"Writing is a part of every academic career in medicine, yet many busy clinicians have difficulty finding time to write and may see it as extra work during their time off. This professional development perspective offers a reframing of writing, not as extra work, but as a wellness activity. The National Academy of Medicine’s (NAM) National Plan for Health Workforce Well-being identified seven priority areas where action should be taken to increase wellness in the workforce. Professional writing can “support mental health and reduce stigma” (an explicit NAM priority area) by allowing workers to express gratitude, practice reflection, and write without a deadline. Writing also addresses the NAM priority area of “create and sustain positive work and learning environments and culture” by giving opportunities to support your colleagues, invest in your team, celebrate success, find satisfaction in the sciences, and seek and find healing. By intentionally writing to process emotion and manage work stress, we shift the paradigm for busy clinicians to improve their well-being while simultaneously contributing to academic success.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.22454/primer.2024.624901
Christopher P. Morley
Self-assessment of knowledge and confidence is common in medical education, and there are both philosophical and practical to justifications for it. However, many attempts to establish a correlation between self-assessments of knowledge or confidence and objective measures of knowledge or skill acquisition have failed. While in some circumstances the inclusion or reliance of self-assessment may be warranted, for example when a study is specifically measuring traits or outcomes that rely upon meta-cognition or increases in confidence, it is more often the case that self-assessment is used as a substitute for more objective measures. This is demonstrably flawed, and PRiMER as a journal will be moving away from publishing reports that inappropriately rely upon self-assessed knowledge or confidence as the only study outcomes.
{"title":"Moving on From Self-assessment","authors":"Christopher P. Morley","doi":"10.22454/primer.2024.624901","DOIUrl":"https://doi.org/10.22454/primer.2024.624901","url":null,"abstract":"Self-assessment of knowledge and confidence is common in medical education, and there are both philosophical and practical to justifications for it. However, many attempts to establish a correlation between self-assessments of knowledge or confidence and objective measures of knowledge or skill acquisition have failed. While in some circumstances the inclusion or reliance of self-assessment may be warranted, for example when a study is specifically measuring traits or outcomes that rely upon meta-cognition or increases in confidence, it is more often the case that self-assessment is used as a substitute for more objective measures. This is demonstrably flawed, and PRiMER as a journal will be moving away from publishing reports that inappropriately rely upon self-assessed knowledge or confidence as the only study outcomes.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"133 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.22454/primer.2024.497586
Danielle Pitter, Alyssa M. Indelicato, Christopher P. Morley, Barbara Feuerstein, Ruth S. Weinstock
Introduction: Self-assessed confidence is not a reliable indicator of knowledge levels, as multiple studies have shown; however, it is often used as a measure of knowledge. The purpose of this study is to identify whether the confidence of graduating students in a US medical school to diagnose and treat diabetes is correlated with their diabetes-related knowledge. Methods: We developed a 38-question survey, targeting students’ external experiences, knowledge, and confidence related to the diagnosis, treatment, and prevention of diabetes. The survey includes six self-reported confidence questions and 15 multiple choice-style questions, to test diabetes knowledge. The survey was administered electronically using REDCap to the graduating medical school class (n=176) at Upstate Medical University. We calculated mean knowledge scores and confidence scores were calculated. We used Pearson correlation and t tests to assess for correlations and differences in the collected data. We also reviewed diabetes content in the current curriculum. Results: The response rate was 38%. The mean confidence score was 19.97 out of 30 (SD=3.92) and the mean knowledge score was 9.63 out of 15 (SD=2.09). Total knowledge and confidence scores were not correlated. A positive correlation between confidence in prescribing/adjusting medications to treat patients with type 1 diabetes and knowledge levels was found (R=.325, P=.007). Academic electives, external experiences with diabetes, and demographics did not correlate with knowledge and confidence differences. Conclusions: Students overestimated their ability to adequately manage people with diabetes. Better approaches are needed to prepare future physicians to diagnose and treat diabetes.
{"title":"US Fourth-Year Medical Students: Diabetes Knowledge and Confidence Dissonance","authors":"Danielle Pitter, Alyssa M. Indelicato, Christopher P. Morley, Barbara Feuerstein, Ruth S. Weinstock","doi":"10.22454/primer.2024.497586","DOIUrl":"https://doi.org/10.22454/primer.2024.497586","url":null,"abstract":"Introduction: Self-assessed confidence is not a reliable indicator of knowledge levels, as multiple studies have shown; however, it is often used as a measure of knowledge. The purpose of this study is to identify whether the confidence of graduating students in a US medical school to diagnose and treat diabetes is correlated with their diabetes-related knowledge.\u0000Methods: We developed a 38-question survey, targeting students’ external experiences, knowledge, and confidence related to the diagnosis, treatment, and prevention of diabetes. The survey includes six self-reported confidence questions and 15 multiple choice-style questions, to test diabetes knowledge. The survey was administered electronically using REDCap to the graduating medical school class (n=176) at Upstate Medical University. We calculated mean knowledge scores and confidence scores were calculated. We used Pearson correlation and t tests to assess for correlations and differences in the collected data. We also reviewed diabetes content in the current curriculum.\u0000Results: The response rate was 38%. The mean confidence score was 19.97 out of 30 (SD=3.92) and the mean knowledge score was 9.63 out of 15 (SD=2.09). Total knowledge and confidence scores were not correlated. A positive correlation between confidence in prescribing/adjusting medications to treat patients with type 1 diabetes and knowledge levels was found (R=.325, P=.007). Academic electives, external experiences with diabetes, and demographics did not correlate with knowledge and confidence differences.\u0000Conclusions: Students overestimated their ability to adequately manage people with diabetes. Better approaches are needed to prepare future physicians to diagnose and treat diabetes.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"124 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.22454/primer.2024.453046
Maha B. Lund, Sonya Green, Allison Leppke, Pamela Vohra-Khullar, Susana Alfonso, Miranda A. Moore
Background and Objectives: The COVID-19 pandemic worsened the shortage of clinical training opportunities for health professions learners. During the pandemic, additional barriers to precepting health professions learners emerged. Understanding preceptors’ perceptions of barriers is a first step to providing learners with the best clinical learning opportunities. Methods: In February 2021, the Emory Primary Care Consortium surveyed primary care providers eligible to precept health professions learners to determine their current precepting status and associated barriers encountered during and since COVID-19. Results: A total of 61 physicians and 11 nurse practitioners (NPs) or physician assistants (PAs) completed the survey. Of the 41 current preceptors, 29 precepted only MD students, 2 MD and PA students, 7 NP students only, and 3 PA students only. Of the 31 respondents who were not precepting, most (21) had precepted before March 2020 and not since. Pandemic-related precepting challenges included low patient volume (12), lack of comfort teaching in a telehealth setting (7), increased external pressure (eg, children at home; 8), and other reasons (12). Overall, 20 respondents were interested in training on incorporating students into the telehealth clinical workflow and 13 in training on teaching and providing feedback remotely. Conclusion: The COVID-19 pandemic placed additional burdens on preceptors in primary care. Preceptors could benefit from training on incorporating students into telehealth visits. Increased understanding of preceptor needs could lead to new resource offerings and improved future medical education.
{"title":"Identifying Barriers to Precepting Health Professions Learners During the COVID-19 Pandemic","authors":"Maha B. Lund, Sonya Green, Allison Leppke, Pamela Vohra-Khullar, Susana Alfonso, Miranda A. Moore","doi":"10.22454/primer.2024.453046","DOIUrl":"https://doi.org/10.22454/primer.2024.453046","url":null,"abstract":"Background and Objectives: The COVID-19 pandemic worsened the shortage of clinical training opportunities for health professions learners. During the pandemic, additional barriers to precepting health professions learners emerged. Understanding preceptors’ perceptions of barriers is a first step to providing learners with the best clinical learning opportunities.\u0000Methods: In February 2021, the Emory Primary Care Consortium surveyed primary care providers eligible to precept health professions learners to determine their current precepting status and associated barriers encountered during and since COVID-19.\u0000Results: A total of 61 physicians and 11 nurse practitioners (NPs) or physician assistants (PAs) completed the survey. Of the 41 current preceptors, 29 precepted only MD students, 2 MD and PA students, 7 NP students only, and 3 PA students only. Of the 31 respondents who were not precepting, most (21) had precepted before March 2020 and not since. Pandemic-related precepting challenges included low patient volume (12), lack of comfort teaching in a telehealth setting (7), increased external pressure (eg, children at home; 8), and other reasons (12). Overall, 20 respondents were interested in training on incorporating students into the telehealth clinical workflow and 13 in training on teaching and providing feedback remotely.\u0000Conclusion: The COVID-19 pandemic placed additional burdens on preceptors in primary care. Preceptors could benefit from training on incorporating students into telehealth visits. Increased understanding of preceptor needs could lead to new resource offerings and improved future medical education.","PeriodicalId":507541,"journal":{"name":"PRiMER","volume":"31 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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