*  Cardio Tech Preceptorship Wrap Up | Stenberg College

Cardio Tech Preceptorship Wrap Up. Kathy. June 24, 2015. Cardiology Technologist 0 Comments ... Preceptorship Wrap-up - I Did It !!!. Hello Everyone,. I can't believe that I'm so near to home stretch of my practicum. It has ... I highly recommend students if there is as an opportunity to complete their preceptorship at VGH due to the huge amount of ...
https://stenbergcollege.com/blog/cardiology-technologist/cardio-tech-preceptorship-wrap-up-2/

*  Gaucher Disease Preceptorship, 15th - 16th May 2017, Milan

With pleasure, I would like to inform you that the Gaucher Disease Preceptorship meeting will be held on May 15th - 16th 2017 ...
https://eiseverywhere.com/ehome/index.php?eventid=234063

*  The meaning of preceptorship: nurses' lived experience of being a preceptor | MAD for Cancer

... which created an understanding of the meaning of preceptorship. FINDINGS AND DISCUSSION: The meaning of preceptorship was ... The meaning of preceptorship highlighted the need for further preceptor support and development of the role of the preceptor. ... METHODS: Seventeen nurses from the North of Sweden with varied previous experience of preceptorship volunteered to participate ... lived experience of the process of preceptoring and the meaning of preceptorship in a Swedish context. ...
madforcancer.lu.se/ingalill-rahm-hallberg/publication/9e503958-eebb-472d-b574-7e967d89b43f

*  Preceptorship Confusion...????? OB or Med-Surg | allnurses

I am entirely confused on which specialty I should complete my RN preceptorship. I loved OB but I also feel there is more ... She knows she wants to go into OB, and she couldn't decide between doing her preceptorship in OB or med/tele. She ended up ... I am entirely confused on which specialty I should complete my RN preceptorship. I loved OB but I also feel there is more ... This is just my opinion, but I would recommend doing your preceptorship in med/surg, for that same reason. I feel that you ...
allnurses.com/general-nursing-student/preceptorship-confusion-ob-588263.html

*  Preparing for ED Preceptorship | allnurses

I am at the end of the nursing program and just got my preceptorship assignment today. I am very excited that it will be in the ... Preparing for ED Preceptorship by NursePatch333 Views: 1,494 Comments: 3 * Hello everyone I am at the end of the nursing ... I am at the end of the nursing program and just got my preceptorship assignment today. I am very excited that it will be in the ... program and just got my preceptorship assignment today. I am very excited that it will be in the ED, however, I am a bit ...
allnurses.com/emergency-nursing/preparing-for-ed-817346.html

*  Descriptive inventory for the Urban Preceptorship Program records, 1968-1979 :: Finding Aids

Descriptive inventory for the Urban Preceptorship Program records, 1968-1979. Urban Preceptorship Program records. Previous. 1 ... Descriptive inventory for the Urban Preceptorship Program records, 1968-1979 Creator Urban Preceptorship Program (Chicago, Ill ... Urban Preceptorship Program records (Chicago History Museum) plus a detailed description, date, and box/folder number of a ... Quentin Young founded the Urban Preceptorship Program (UPP) at the University of Illinois Medical Center in the late 1960s and ...
digitalcollection.chicagohistory.org/cdm/ref/collection/p16029coll6/id/659

*  Pages tagged with preceptorship - University of Plymouth

Pages tagged with: preceptorship. * Preceptorship APEL (degree and masters level). Plymouth University: This accreditation of ... prior learning (APL) module has been designed to accredit preceptorship for newly registered nurses, midwives and allied health ...
https://plymouth.ac.uk/tags/preceptorship

*  Preceptorship Program Application | University of Chicago Celiac Disease Center

Preceptorship Application
cureceliacdisease.org/preceptorship-program/apply/

*  Developing the Preceptorship Evaluation Survey: A Multifacet... : Journal for Nurses in Professional Development

... the preceptorship support at the practice site, and (3) the job satisfaction. This article describes the Preceptorship ... Developing the Preceptorship Evaluation Survey: A Multifaceted Approach Including Cognitive Interviews Journal for Nurses in ... Home , September/October 2009 - Volume 25 - Issue 5 , Developing the Preceptorship Evaluation Survey: A Multifacet... ... Developing the Preceptorship Evaluation Survey: A Multifaceted Approach Including Cognitive Interviews. Moore, Marsha L. EdD, ...
journals.lww.com/jnsdonline/Abstract/2009/09000/Developing_the_Preceptorship_Evaluation_Survey__A.9.aspx

*  In-Clinic Preceptorship (ICP)

Patients are seeking out Age Management Medicine & Bioidentical Hormone Replacement Therapy to stay young and youthful and to obtain a better quality of life. In response to a great demand in the industry, the programs were created with the goal of educating licensed healthcare professionals to give them the expertise to embark on Bioidentical Hormone Replacement Therapy, Testosterone Replacement Therapy, stress management, weight loss and personalized medicine safely led by an Integrative Medical Doctor BHRT Expert ...
trubalancehealthcare.com/category-s/146.htm

*  SHPA preceptorship :: Pharmacy Daily pharmacy industry news

SHPA preceptorship. THE Society of Hospital Pharmacists of Australia has awarded the 2010 SHPA Janssen- Cilag Specialist Renal ...
pharmacydaily.com.au/news/shpa-preceptorship/23125

*  ESMO Preceptorship on NSCLC Singapore December 2016 | OncologyPRO

Slides for the ESMO Preceptorship on NSCLC Singapore 2016 are now available. ... ESMO Preceptorship on NSCLC Singapore December 2016. Oncology Meeting Resources. 13 Dec - 14 Dec 2016, Singapore, Singapore ... Presentations from the Preceptorship are now available here. The use of these presentations is for personal educational ... Main learning objectives for the ESMO Preceptorship on NSCLC Singapore 2016 included learning about best clinical practice in ...
oncologypro.esmo.org/Meeting-Resources/ESMO-Preceptorship-on-NSCLC-Singapore-December-2016/

*  ESMO Preceptorship on Colorectal Cancer Valencia May 2017 | OncologyPRO

Presentations from the ESMO Preceptorship on Colorectal Cancer Valencia May 2017 are now available. ... ESMO Preceptorship on Colorectal Cancer Valencia May 2017. Oncology Meeting Resources. 12 May - 13 May 2017, Valencia, Spain ... The ESMO Preceptorship on Colorectal Cancer Valencia May 2017 was designed for learning about best clinical practice in the ... Presentations of the ESMO Preceptorship on Colorectal Cancer Valencia May 2017 are available to ESMO members according to the ...
oncologypro.esmo.org/Meeting-Resources/ESMO-Preceptorship-on-Colorectal-Cancer-Valencia-May-2017

*  ESMO Preceptorship on Supportive and Palliative Care Zurich February 2017 | OncologyPRO

Presentations from the ESMO Preceptorship on Supportive and Palliative Care Zurich February 2017 are now available. ... ESMO Preceptorship on Supportive and Palliative Care Zurich February 2017. Oncology Meeting Resources. 20 Feb - 21 Feb 2017, ... The ESMO Preceptorship on Supportive and Palliative Care Zurich February 2017 was designed for understanding mechanisms of the ... Presentations of the ESMO Preceptorship on Supportive and Palliative Care Zurich February 2017 are available to ESMO members ...
oncologypro.esmo.org/Meeting-Resources/ESMO-Preceptorship-on-Supportive-and-Palliative-Care-Zurich-February-2017

*  Preceptorship in Forensic Pathology: PATH 662M 01: Medical Education: University of Nevada, Reno School of Medicine

More information and application instructions. The University of Nevada, Reno School of Medicine is recruiting for an Administrative Assistant 2 - Surgery Department Assistant to coordinate the department of surgery medical student clinical educational experiences. Responsibilities: • Create rotation schedules. • Plan and facilitate clerkship orientations including compiling and updating orientation packets, and maintaining the clerkship library; Create and maintain the Educational Calendar and set up associated sessions. • Assist students with completion of hospital/office credentialing documents and associated training. • Coordinate labs, SIM Center SP presentations, use or purchase of equipment as needed. • Maintain electives descriptions/online catalog. • Coordinate the following: - Elective preceptors' scheduling and student limit preferences and requirements - 4th-year medical student electives scheduling for Surgery and Selectives - Visiting student electives scheduling and ...
https://med.unr.edu/ome/electives/catalog/path662m01

*  Student Spotlight: Bill Sessions, Health Organization Management | November 2016 |Rawls College News | RCOBA Home | TTU

Preceptorship. Where was your preceptorship? I did my preceptorship at the Texas Tech University Health Sciences Center ... What did you enjoy most about working at your preceptorship?. I enjoyed the autonomy given to me by my preceptor, as well as ... I recommend that students take the initiative to find and pick a preceptorship/internship that fits their preferences and that ... What advice would you offer students looking to obtain an internship, preceptorship or full-time job? ...
depts.ttu.edu/rawlsbusiness/news/posts/2016/11/student-spotlight-bill-sessions-health-organization-management.php?tags=Students

*  ESMO 2014 Press Release: RAS Testing Only the First Step for Choosing Treatment for Metastatic Colorectal Cancer, Important New...

Preceptorship Courses. Apply now to join one of our Preceptorship courses!. Workshops & Courses. ESMO fosters the advancement ...
esmo.org/Press-Office/Press-Releases/RAS-Testing-Only-the-First-Step-for-Choosing-Treatment-for-Metastatic-Colorectal-Cancer-Important-New-Data-Show

*  ESMO Asia 2015 Press Release: Asian Women with Endocrine-Resistant Breast Cancer Benefit from Combination Therapy | ESMO

Preceptorship Courses. Apply now to join one of our Preceptorship courses!. Workshops & Courses. ESMO fosters the advancement ...
esmo.org/Topics/Anticancer-agents-Biologic-therapy/Asian-Women-with-Endocrine-Resistant-Breast-Cancer-Benefit-from-Combination-Therapy

*  ECC 2013 Press Release: Treating Chest Lymph Nodes in Patients with Early Breast Cancer Improves Survival Without Increasing...

ESMO Preceptorship on Gastrointestinal Cancer 2017: Singapore *ESMO Preceptorship on Non-Small-Cell Lung Cancer 2017: Singapore ...
esmo.org/Conferences/Past-Conferences/European-Cancer-Congress-2013/News/ECC-2013-Press-Release-Treating-Chest-Lymph-Nodes-in-Patients-with-Early-Breast-Cancer-Improves-Survival-Without-Increasing-Side-Effects

(1/265) Comparing ambulatory preceptors' and students' perceptions of educational planning.

To compare ambulatory preceptors' and students' perceptions of the use of educational planning (setting goals, assessing needs, formulating objectives, choosing methods, and providing feedback and evaluation) in the office setting, we mailed a survey, which was returned by 127 longitudinal ambulatory preceptors and 168 first-year and second-year medical students. Faculty perceptions did not match student perceptions of what occurred in the longitudinal preceptor program teaching sessions in educational planning areas. Students perceived these activities were occurring with much less frequency than faculty perceived. Medical education needs to move beyond the usual faculty development workshop paradigm to a more comprehensive educational development model that includes training both faculty and students in core educational skills. This will enable the ambulatory setting to reach its full educational potential in training future physicians.  (+info)

(2/265) Educational and career outcomes of an internal medicine preceptorship for first-year medical students.

OBJECTIVE: Medical educators have attempted in recent years to provide quality clinical experiences for medical students early in their medical training. We questioned whether participating in a preceptorship in internal medicine (PIM) resulted in better performances on subsequent clinical rotations and increased interest in internal medicine. PARTICIPANTS: Fifty-four students have participated in the PIM to date, with control groups consisting of students who applied for it but were not selected (n = 36), students participating in a preceptorship in family medicine (n = 168), and the remaining students (n = 330). DESIGN: Prospective cohort study. SETTING: University medical center and community practices. INTERVENTION: A 2-month, clinical preceptorship following the first year of medical school. MEASUREMENTS AND MAIN RESULTS: The following outcomes were assessed: scores in the introduction to clinical medicine course; grades in the medical ethics course; scores from the internal medicine clerkship; and choosing a career in internal medicine. In their second year, PIM students scored higher in both semesters of the introduction to clinical medicine course (87% and 86% vs 84% and 84%, p's <.01) and were more likely to receive honors in ethics (50% vs 29%, p <.01) than non-PIM students. During the internal medicine clerkship, PIM students' scores were significantly higher on an objective structured clinical examination (79% vs 76%, p =.05), ambulatory clinical evaluations (80% vs 76%, p <.01), and overall clerkship scores (78% vs 75%, p =.03) but not on inpatient clinical evaluations or on the National Board of Medical Examiners Subject Examination. Preceptorship students were more likely to receive honors grades in the medicine clerkship (33% vs 10%, p <.01), and they were more likely to match into internal medicine residencies than control students (54% vs 27%, p <.01). CONCLUSIONS: The PIM course is an intervention, early in students' careers, which appears to benefit them academically and increase their interest in internal medicine as a career.  (+info)

(3/265) Did I answer your question? Attending physicians' recognition of residents' perceived learning needs in ambulatory settings.

Accurately recognizing the learning goals of trainees should enhance teachers' effectiveness. We sought to determine how commonly such recognition occurs and whether it improves residents' satisfaction with the teaching interaction. In a cross-sectional survey of 97 internal medicine residents and 42 ambulatory clinic preceptors in five ambulatory care clinics in Washington and Oregon, we systematically sampled 236 dyadic teaching interactions. Each dyad participant independently indicated the residents' perceived learning needs from a standardized list. Overall, the preceptors' recognition of the residents' learning needs, as measured by percentage of agreement between preceptors and residents on the learning topics, was modest (kappa 0.21, p =.02). The percentage of agreement for all topics was 43%, ranging from 8% to 66%. Greater time pressures were associated with lower agreement (38% vs 56% for the highest and lowest strata of resident-reported time pressure; 15% vs 43% for highest and lowest strata of preceptor-reported time pressure). Agreement increased as the number of sessions the pair had worked together increased (62% for pairs with > 20 vs 17% for pairs with 0 previous sessions). Satisfaction with teaching encounters was high (4.5 on a 5-point scale) and unrelated to the degree of agreement ( p =.92). These findings suggest that faculty development programs should emphasize precepting skills in recognizing residents' perceived learning needs and that resident clinics should be redesigned to maximize preceptor-resident continuity and minimize time pressure.  (+info)

(4/265) What are the characteristics of the competent general practitioner trainer?

BACKGROUND: Increasing attention is being given to the training of doctors to become teachers. This does not apply only to the schooling of teachers in undergraduate medical education: at the postgraduate level, general practitioner trainers (GP-trainers) receive special schooling to prepare them for their role. Yet the skills, knowledge and traits that should be expected in the competent GP-trainer have not been elucidated precisely. OBJECTIVES: The aim of this research project is to determine the traits, knowledge and skills required for a competent GP-trainer. METHOD: We used a qualitative method to answer the question. Ten focus-group meetings were held involving three Departments of Vocational Training in The Netherlands. Each group consisted of GP-trainers, GP-trainees or staff members. The transcriptions of these meetings were analysed, resulting in a description of what makes a competent GP-trainer. RESULTS: Five hundred items were obtained from the focus-group meetings, each of which was formulated in the form "A good GP-trainer is/can/knows. ", etc. These items were divided into the following categories: teaching knowledge, teaching skills, teaching attitude and personality traits of the GP-trainer. A competent GP-trainer must understand basic teaching methods and be able to apply this knowledge. The skill to give good feedback was seen as an important asset for a competent GP-trainer, as were observation skills, the skill to analyse and the skill to foster reflection in the trainee. The teaching attitude of a competent GP-trainer is characterized by giving latitude to and having respect for and interest in the trainee, and being available for consultation, while the teaching approach should be individualized. Enthusiasm, flexibility, patience and self-insight were some of the personality traits identified. CONCLUSION: Many characteristics were identified as a result of this research. The next logical step will involve a Delphi consensus procedure to obtain a profile of the competent GP-trainer. This profile will then be suitable in setting the standards for curricula for future GP-trainers.  (+info)

(5/265) A study of primary care teaching comparing academic and community-based settings.

OBJECTIVE: To compare teaching activity and content between academic and community-based practices used in third year medical student primary care training. SETTING: Academic and community-based primary care practices participating in third-year internal medicine, family medicine, and primary care core clerkships. PARTICIPANTS: Five-hundred thirteen preceptor-student encounters involving 32 preceptors and 26 third-year medical students were evaluated. DESIGN: Student-preceptor pairs collected a convenience sample of data from shared patient encounters. Preceptors recorded the content of teaching interventions, and students independently documented learning points received for each clinical encounter. MEASUREMENTS AND MAIN RESULTS: Comparison of problem exposure, frequency and content of teaching interventions, and the effect of patient complexity and patient care workload on teaching frequency was made between the academic and community-based practices. Several small differences were found in the frequency of clinical problem exposure between the 2 settings. The frequency and focus of teaching interventions did not differ by practice type. Teaching by community-based preceptors tended to decrease with increased patient care workload, but increased in academically based practices. CONCLUSIONS: Although several differences exist between educational experiences in community- and academically based primary care practices, they appear to be minor and of minimal educational significance.  (+info)

(6/265) Does vocational training encourage continuing professional development?

The aim of this study was to compare the continuing professional development of young dentists who had participated in a vocational training scheme with that of young dentists who had not. It was encouraging to find both groups were actively involved in a broad range of continuing educational activities.  (+info)

(7/265) Perceptions of vocational trainees on gender and racial disadvantage within the Thames vocational training programme.

BACKGROUND: A recent report has suggested that vocational trainees within London experienced racial or gender disadvantage during their selection. This exploratory study did not investigate the extent or the nature of this disadvantage. AIM: To undertake a survey using a pre-tested questionnaire with dental vocational trainees on the Thames Scheme. The questionnaire explored perceived and experienced aspects of gender and racial disadvantage during their vocational training programme. RESULTS: 127 trainees completed the questionnaire (response rate 92%). Minority ethnic respondents were more than twice as likely to feel their selection was influenced by gender (odds ratio [OR] 2.25, 95% Confidence Interval [CI] 1.02, 5.10) and more than three times likely to feel selection was influenced by their race when compared with their white colleagues (OR 3.05, 95%; CI 1.01,11.45). The majority of trainees did not perceive any disadvantage whilst on the vocational training course. For example, only five respondents (4%) felt that minority ethnic individuals were treated less favourably during the vocational training course. CONCLUSION: In conclusion, this preliminary study has attempted to explore inter-ethnic differences within the profession on perceived racial disadvantage and possible strategies for change. It is clear that the perception of disadvantage is greater than the reality within the experience of most trainees.  (+info)

(8/265) Experiences and perceptions of vocational training reported by the 1999 cohort of vocational dental practitioners and their trainers in England and Wales.

OBJECTIVE: To assess the self-reported confidence of vocational dental practitioners (VDPs) in clinical procedures together with vocational trainers' perceptions of the VDPs confidence in the same procedures, immediately after qualification and towards the end of the vocational training year. DESIGN: A questionnaire-based cohort study. SETTING: A general practice study carried out in 1999. SUBJECTS: Vocational Dental Practitioners and vocational trainers in England and Wales. METHOD: VDPs and trainers were asked on a single occasion to grade the clinical confidence of the VDP at the beginning and near the end of vocational training as high, satisfactory or low. RESULTS: Questionnaires were sent to 531 VDPs and 555 trainers; 82 per cent of VDPs and trainers responded. Approximately half the VDPs were male and 57 per cent were white, whilst 89 per cent of trainers were male and 81 per cent white. A large proportion of both VDPs and trainers reported low confidence in orthodontics, molar endodontics and surgical extractions at the start of the training year. Towards the end of training, both groups reported improved confidence levels in most clinical procedures. However, a higher proportion of trainers reported low confidence than their VDPs in most clinical procedures at both time points (p<0.001). VDPs appeared to gain most from experience and training in administration/management and interpersonal skills. CONCLUSION: Vocational training appears to satisfy its aim to enhance clinical and administrative confidence.  (+info)



registered nurses


  • Plymouth University: This accreditation of prior learning (APL) module has been designed to accredit preceptorship for newly registered nurses, midwives and allied health professionals. (plymouth.ac.uk)

newly


  • The author describes the development of a Preceptorship Evaluation Survey designed to allow newly hired nurses to evaluate preceptor performance and support as well as their job satisfaction. (lww.com)

University


  • Dr. Quentin Young founded the Urban Preceptorship Program (UPP) at the University of Illinois Medical Center in the late 1960s and served as its director until 1972. (chicagohistory.org)
  • I did my preceptorship at the Texas Tech University Health Sciences Center Department of Internal Medicine. (ttu.edu)

complete


  • I am entirely confused on which specialty I should complete my RN preceptorship. (allnurses.com)
  • I highly recommend students if there is as an opportunity to complete their preceptorship at VGH due to the huge amount of medical knowledge one can get. (stenbergcollege.com)

Previous


  • METHODS: Seventeen nurses from the North of Sweden with varied previous experience of preceptorship volunteered to participate. (lu.se)

program


  • I am at the end of the nursing program and just got my preceptorship assignment today. (allnurses.com)
  • Urban Preceptorship Program (Chicago, Ill. (chicagohistory.org)
  • Urban Preceptorship Program records (Chicago History Museum) plus a detailed description, date, and box/folder number of a specific item. (chicagohistory.org)
  • Related materials at Chicago History Museum, Research Center, include several issues of a periodical published by the Urban Preceptorship Program, cataloged separately. (chicagohistory.org)

support


  • The Preceptorship Evaluation Survey affords nurses the opportunity to evaluate (1) the preceptor's performance, (2) the preceptorship support at the practice site, and (3) the job satisfaction. (lww.com)
  • The meaning of preceptorship highlighted the need for further preceptor support and development of the role of the preceptor. (lu.se)

College


  • How did the skills and knowledge gained at the Rawls College transfer to your preceptorship? (ttu.edu)

development


  • This article describes the Preceptorship Evaluation Survey development process. (lww.com)

process


  • In English AIM OF THE STUDY: This phenomenological study is aimed at illuminating nurses' lived experience of the process of preceptoring and the meaning of preceptorship in a Swedish context. (lu.se)

students


  • A phenomenological-hermeneutic interpretation disclosed the themes 'sheltering the students when learning' and 'facilitating the students' learning', together with eight sub-themes, which created an understanding of the meaning of preceptorship. (lu.se)
  • FINDINGS AND DISCUSSION: The meaning of preceptorship was understood as reducing the risk of the students learning helplessness and empowering the students when learning in practice. (lu.se)
  • What advice would you offer students looking to obtain an internship, preceptorship or full-time job? (ttu.edu)
  • I recommend that students take the initiative to find and pick a preceptorship/internship that fits their preferences and that is interesting to them. (ttu.edu)