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ERIC Number: EJ1095905
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1947-380X
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.
National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail:; Web site:
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