Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2018 Sep 21:14:10755.
doi: 10.15766/mep_2374-8265.10755.

Texting Brief Podcasts to Deliver Faculty Development to Community-Based Preceptors in Longitudinal Integrated Clerkships

Joshua Bernstein  1   2 , Lindsay Mazotti  3   4 , Tal Ann Ziv  3   5 , Joanna Drowos  6   7   8 , Sandra Whitlock  9   10 , Sarah K Wood  11   12 , Shelley L Galvin  13   14 , Robyn Latessa  15   16   17
Affiliations

Texting Brief Podcasts to Deliver Faculty Development to Community-Based Preceptors in Longitudinal Integrated Clerkships

Joshua Bernstein et al. MedEdPORTAL. .

Abstract

Introduction: Longitudinal integrated clerkships (LICs) are an increasingly popular clerkship model that relies heavily on community-based preceptors. The availability of an engaged and prepared community-based faculty is crucial to the success of these programs. Teachers in these programs are often geographically separate from medical school campuses, are engaged in busy practices, and have limited time to devote to faculty development activities.

Methods: We created a series of five brief faculty development podcasts directed towards community-based teachers in LICs from three US medical schools. Topics included encouraging continuity, bedside teaching, encouraging student ownership of patients, communicating and managing patient results between clinic days, and choosing the right patients for continuity. The podcasts were sent via a grouped text message just prior to preceptors' morning commute time. Pre- and postsurveys assessed the acceptability and effectiveness of the podcasts.

Results: Among the 33 postintervention survey responders, 27 (81.8%) listened to at least three podcasts, 21 (63.6%) found them moderately or very helpful, 23 (69.7%) perceived that the podcasts altered their teaching style, 23 (69.7%) would likely or highly likely listen to further podcasts, and 18 (54.5%) would likely or highly likely recommend the podcasts to colleagues.

Discussion: In a cohort of multispecialty faculty teaching in LICs, educational podcasts were well received and perceived by preceptors to impact their teaching style. Texting these podcasts to other community-based preceptors may offer an effective strategy for providing faculty development to busy clinicians.

Keywords: Community-Based Faculty; Faculty Development; Longitudinal Integrated Clerkships (LICs); Podcasts; Text Messaging; Texting; Webcasts.

PubMed Disclaimer

Conflict of interest statement

None to report.

Figures

Figure.
Figure.. Percentage of fully participating preceptors reporting engaging in educational behaviors with medical students often to very often (N = 23). Post, postintervention; pre, preintervention.
See this image and copyright information in PMC

References

    1. Recruiting and Maintaining U.S. Clinical Training Sites: Joint Report of the 2013 Multi-Discipline Clerkship/Clinical Training Site Survey. Washington, DC: Association of American Medical Colleges; 2014.
    1. Christner JG, Dallaghan GB, Briscoe G, et al. The community preceptor crisis: recruiting and retaining community-based faculty to teach medical students—a shared perspective from the Alliance for Clinical Education. Teach Learn Med. 2016;28(3):329–336. https://doi.org/10.1080/10401334.2016.1152899 - PubMed
    1. Piggott T, Morris C, Lee-Poy M. Preceptor engagement in distributed medical school campuses. Can Med Educ J. 2015;6(2):e20–e28. - PMC - PubMed
    1. Worley P, Couper I, Strasser R, et al; for Consortium of Longitudinal Integrated Clerkships (CLIC) Research Collaborative. A typology of longitudinal integrated clerkships. Med Educ. 2016;50(9):922–932. https://doi.org/10.1111/medu.13084 - PubMed
    1. Poncelet AN, Mazotti LA, Blumberg B, Wamsley MA, Grennan T, Shore WB. Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system. Perm J. 2014;18(2):50–56. https://doi.org/10.7812/TPP/13-137 - PMC - PubMed

LinkOut - more resources