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| Preface | |
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| Making an Informed Decision About Precepting | |
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| What Is Community-Based Teaching? | |
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| Why Is Community-Based Teaching Needed? | |
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| How Good Is the Training in Community Offices? | |
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| What Do Community-Based Practitioners Have to Offer Learners and Why Is It So Valuable? | |
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| What Is the Preceptor's Role? | |
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| What Do Learners Want from a Community-Based Teaching Experience? | |
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| How Do Learners Rate the Community Experience and Preceptors? | |
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| What Are the Concerns of Practitioners Involved in Community-Based Teaching? | |
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| What Are Some Costs Associated with Community-Based Teaching? | |
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| What Are the Practitioner Benefits of Community-Based Teaching? | |
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| What Are the Most Commonly Offered Rewards for Community-Based Teaching? | |
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| How Do Patients React to Office-Based Teaching? | |
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| What Are the Prerequisites for Precepting? | |
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| Are There Courses to Improve Your Teaching? | |
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| The Curriculum | |
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| Core Competencies | |
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| What Are Reasonable Teaching Goals for Community-Based Teaching? | |
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| Getting Ready to Teach | |
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| Before the Learner Arrives | |
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| When the Learner Arrives | |
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| Patient Scheduling | |
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| Ancillary Teaching Opportunities | |
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| When the Patients Arrive | |
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| After the Patients Leave | |
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| Teaching Skills and Organizational Techniques for Office-Based Teaching | |
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| Meaningful Responsibility | |
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| Characteristics of Effective Clinical Teachers | |
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| Selecting Appropriate Patients | |
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| Strategies for Organizing the Office Visit | |
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| Case-Based Learning | |
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| What Is Case-Based Learning? | |
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| The Microskills Model (One-Minute Preceptor) | |
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| The "Aunt Minnie" Model | |
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| Modeling Problem Solving | |
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| The One-Minute Observation | |
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| Learner-Centered Precepting | |
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| SNAPPS Model of Learner-Centered Precepting | |
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| Reflection | |
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| Pitfalls of Case-Based Learning | |
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| Concluding the Visit | |
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| Ways to Be More Efficient When Teaching | |
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| The Focused Half Day | |
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| Presenting in the Room | |
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| Collaborative Examinations | |
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| Active Observation | |
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| Dual Teaching | |
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| Service-Based Education | |
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| Just-In-Time Learning | |
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| Self-Directed (Independent) Learning | |
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| Teaching Procedures in the Office | |
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| Knowing the Skill Through and Through | |
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| Creating Learning Objectives | |
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| Creating a Skill Checklist | |
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| The Introductory Phase | |
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| The Practice Phase | |
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| The Perfecting Phase | |
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| Learner Feedback and Evaluation | |
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| What Is Feedback and Why Is It Important? | |
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| What Are the Different Types of Feedback? | |
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| Why Is Feedback So Hard to Do? | |
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| Feedback Tips | |
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| Time-Saving Tips for Giving Feedback | |
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| Barriers to Effective Feedback | |
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| What Is the Difference Between Feedback and Evaluation? | |
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| Why Is Summative Evaluation Important? | |
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| Basic Steps in the Evaluation Process | |
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| What Are Common Types of Evaluation Errors? | |
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| Evaluation Using the GRADE Strategy | |
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| The RIME Evaluation Framework | |
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| Using the RIME Model to Assess Case Presentations | |
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| When and How Should the Evaluation Session Be Scheduled? | |
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| Preceptor Evaluation and Teaching Improvement | |
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| How Will You Be Evaluated? | |
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| How Can You Improve Your Teaching? | |
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| Workshops, Courses, Peer Site Visits, and Additional Resources | |
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| Tools for Preceptors | |
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| Clinical Skills Inventory | |
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| Learner Contract | |
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| Patient Notice for Students in the Office | |
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| Patient Notice for Residents in the Office | |
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| Biography of a Resident Physician | |
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| Educational Prescription Form | |
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| Instructions to Help the Learner Organize the Patient Visit | |
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| Tools to Help the Learner Organize the Patient Visit | |
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| Patient Presentation Format for Learners | |
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| Generic Acute Patient Script | |
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| Generic Chronic Patient Script | |
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| Feedback Note | |
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| Mini-CEX Form | |
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| Patient Satisfaction Form | |
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| Behaviorally Anchored RIME Evaluation Form | |
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| Questions Used to Teach and Evaluate Learners | |
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| Summaries and Checklists for Preceptors | |
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| Before the Learner Arrives Prepatory Checklist | |
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| When the Learner Arrives Orientation Checklist | |
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| The Wave Schedule | |
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| When the Patients Arrive Checklist | |
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| Summary of the Learning Experience | |
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| Summary of the Microskills Model for Precepting | |
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| Summary of the "Aunt Minnie" Model for Precepting | |
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| Summary of the One-Minute Observation | |
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| Summary of Learner-Centered Precepting | |
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| Summary of the SNAPPS Precepting Model | |
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| Summary of Active Observation | |
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| Summary of Self-Directed (Independent) Learning | |
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| Teaching Procedural Skills | |
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| Summary of Feedback Tips | |
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| Summary of Evaluation | |
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| Summary of the RIME Evaluation Framework | |
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| Summary of the GRADE Strategy for Evaluation | |
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| Preceptor Evaluation Form | |
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| Resources for Preceptors | |
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| Commonly Offered Rewards for Precepting | |
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| Faculty Development Resources for Preceptors | |
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| Index | |