This blog is part five of a six-part series on the art of preceptorship. Learn more about becoming a preceptor.
Where do you work and precept?
I am a faculty member at OhioHealth Doctors Hospital Family Medicine (DHFM) Residency in Columbus, OH, where we take students from Ohio University Heritage College of Osteopathic Medicine (OUHCOM)
Can you share your journey to becoming a preceptor?
One of the things I enjoyed most about training in residency at DHFM was finding quick teaching points for the medical students who were rotating with us at the time. Having been the first in my family to pursue medicine, I was excited to be able to pass along some knowledge and experience, teaching topics on anything from how to hold an otoscope to determining the best treatment plan for a patient. This joy stayed with me as I transitioned to my outpatient practice, where I often had students work with me. Fast forward to my current role: I am a part-time faculty member for the DHFM residency program, where I have the honor of working with residents and students simultaneously. It is a natural part of my work and my role week to week, and it still brings me joy!
What aspect of being a preceptor do you find the most rewarding?
One aspect of precepting that I find most rewarding is learning with the student. Looking up guidelines or the most up-to-date recommendations for disease management together allows us the opportunity to talk about evidence-based medicine and how it applies to each individual patient case. It is a great feeling to walk away from a conversation during which I could simultaneously learn and teach while serving the patient.
How do you foster collaboration between students and other healthcare professionals in the clinical setting?
I am fortunate to work in an office where attending physicians and residents are truly committed to using collaborative practice to serve the patients in our community. On a daily basis, our patients have access to several members of our interdisciplinary team, including the medical assistants, the director of behavioral sciences, a clinical pharmacist, a nursing care manager, a social worker, a community health worker, a financial counselor, and a dietician. Our students are also incorporated into our clinic as active team members, so they are directly involved in discussions as we formulate a plan for our patients.
Have you had mentors that influenced your precepting style? What advice have they shared that you still carry with you today?
The mentorship that I received as a student and resident has come around full circle to where I am now. I can still remember some specific questions my attendings challenged me to consider as I came up with my assessment and plan as a trainee (e.g., “I understand this patient has iron deficiency anemia and needs iron replacement, but what is the cause of the anemia, and what can you do about it?”). The questions they asked were often very specific and, in a way, guided me to their intended answer. Although I do still catch myself at times asking vague questions, I try my best to be specific and intentional with my questions when working with learners. This way they are not overwhelmed with a large amount of feedback and hopefully walk away with something they learned formatively, in that moment. I am thankful to have had many preceptors who used this teaching style during my training, and I do my best to use this style with our current learners.
