PA Clinical Preceptor Conference 2020

Friday, February 28, 2020, 5:00 PM - Saturday, February 29, 2020, 5:00 PM CST, Winrock Petit Jean


Across the country, healthcare programs are experiencing shortages of clinical rotation sites. One of the biggest reasons behind this is the challenge in finding enough preceptors to take students. A common concern among preceptors is the perception that students will slow them down, leading to less patients seen, longer hours worked, and less income. Additionally, not all preceptors are knowledgeable about the physician assistant education process, or the skills and abilities of students in their clinical year.This knowledge deficit can also contribute to providers being unwilling to precept students. Recognizing these challenges, the University of Arkansas Physician Assistant Program plans to hold its first annual preceptor workshop. The primary goals of the workshop are to educate providers on best practices of a preceptor and to communicate the educational process and requirements of the physician assistant students. Preceptors will learn how to effectively communicate with and teach the current generation of learners, as well as how to best integrate them into their practice.The intended audience of the workshop is preceptors already affiliated with the physician assistant program.The workshop aims to find ways to better implement students, to improve retention of existing preceptors, and to recruit new preceptors.

1. Define a pedagogy of formation as applied to educating physician assistant students.
2. Describe each of the three taxonomic elements of a pedagogy of formation.
3. Identify three central processes of a pedagogy of formation.
4. Describe two best practices techniques to facilitate learning around knowledge and skills learning outcomes.
5. Describe two functions of affective engagement in physician assistant preceptor education.
6. Explain the role of both questioning and explaining in physician assistant preceptor education.
7. Explain the role of assessments in helping physician assistant students reach learning outcomes.
8. Explain from a student perspective what the qualities of a good preceptor are
9. Identify precepting techniques that students feel foster a good learning environment
10. Recognize behaviors and precepting techniques that can intimidate students and/or undermine an effective learning environment
11. Identify aspects of clinical work and precepting that can lead to burnout
12. Describe the best practices of effectively utilizing students to help prevent burnout
13. Apply self-care techniques to reduce stress and burnout
14. Identify best practices in debriefing students
15. Describe how debriefing can be used by preceptors to foster an effective learning environment
16. Determine the optimal amount of debriefing time and sessions according to individual student needs

AMA PRA Category 1 Credits™ (6.75 hours), AAPA - American Academy of PAs Category 1 CME (6.75 hours), Non-Physician AMA PRA Category 1 Credits™ (6.75 hours)

In support of improving patient care, University of Arkansas for Medical Sciences is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.