ERIC Number: EJ1095905
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-380X
EISSN: N/A
Improving Preceptor Behavior through Formative Feedback in Preceptor Training
Groh, Nancy; Gill, Diane; Henning, Jolene; Stevens, Susan W.; Dondanville, Abbey
Athletic Training Education Journal, v8 n4 p97-108 Oct-Dec 2013
Context: Clinical instructor educators (CIEs) prepare athletic trainers (ATs) to serve as preceptors. Structured performance observation and supervisory conferencing is a well-established method to improve teaching practice that may prove effective for training preceptors. Objective: To explore the impact of a systematic preceptor training program on preceptor behaviors. Design: Mixed-methods, quasi-experimental, pre-post design using a systematic observational tool for measuring preceptor behaviors, postintervention survey, and focus group interview. Setting: Two collegiate athletic training facilities. Patients or Other Participants: Three ATs serving as preceptors (2 men, 1 woman) with 5.7 ± 5.5 years supervising students. Intervention(s): Preceptor training including a CIE-preceptor planning conference, video-recorded observation session that was coded using an Observational Record of Clinical Educator Behavior (ORCEB) coding form, and CIE-preceptor feedback conference conducted over a 4-week period. Main Outcome Measure(s): We used the ORCEB to count the frequency of 4 categories of preceptor behaviors demonstrated every 5 seconds during a 30-minute clinical education session. Frequency counts for each category of behavior and percentage of change preintervention to postintervention were calculated. A postintervention survey and focus group interview evaluated perceptions of intervention effectiveness. Results: Aggregate mean frequency counts for the giving information category increased by 272.8% preintervention (41.7 ± 27.5) to postintervention (155.3 ± 62), evaluating students increased 185.7% preintervention (4.7 ± 8.1) to postintervention (13.3 ± 11.1), and behaviors that promote problem solving increased 257.9% preintervention (6.3 ± 2.3) to postintervention (22.7 ± 13.4). Behaviors that do not promote student engagement decreased 45.1% preintervention (307.3 ± 33.3) to postintervention (168.7 ± 55.8). The survey (4.0-4.7 ± 0.0-0.6) and focus group results support a positive perception on impact of the intervention on the role as preceptor. Conclusions: Our study supports a systematic training program as a favorable method for increasing effective preceptor behaviors. Limitations of our study include a small sample size and inclusion of only 1 athletic training education program.
Descriptors: Athletics, Trainers, Formative Evaluation, Feedback (Response), Training, Intervention, Mixed Methods Research, Quasiexperimental Design, Undergraduate Study, Video Technology, Teacher Behavior, Measures (Individuals), Classroom Observation Techniques, Planning, Conferences (Gatherings), Coding, Focus Groups, Likert Scales, Clinical Supervision (of Teachers), Outcomes of Education, Surveys
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A