Assessment of clinical medical education needs inform design of a preceptor development program in Jordan: A multi method study

TL;DR

This study identifies the training needs of clinical preceptors in Jordan to design a competency-based development program.

Contribution

The study introduces a competency-based syllabus for preceptor development based on a needs assessment in Jordan.

Findings

Six themes emerged from focus groups: admission policy, training environment, curriculum gaps, trainers and mentorship, learners, and dissemination.

Preceptors identified key training needs including clinical teaching, mentoring, simulation, and feedback skills.

A preliminary competency-based syllabus was developed to address these needs.

Abstract

Clinical preceptors serve as vital educators, so it is essential to enhance their effectiveness by developing a competency-based development program. In this study, we explored the challenges faced by preceptors and students, and measured the educational needs of preceptors, to inform the design of a syllabus for a preceptor development program.

This was a sequential multi method study utilizing a structured questionnaire survey and focus group discussions among a representative sample of medical students in their fourth, fifth, and sixth years in addition to preceptors from the six public medical schools in Jordan.

Thematic analysis of focus group discussions revealed six themes: admission policy, training environment, curriculum gaps, trainers and mentorship, learners, and dissemination. The most important training needs documented by preceptors were teaching in the clinical setting, mentoring skills, simulation, assessment in the clinical setting, and providing feedback. Accordingly, a competency-based preliminary syllabus was developed.

It is essential to enrich the skills of preceptors regularly based on a needs assessment. Further long term studies are required to investigate the effectiveness of the proposed syllabus after implementation.

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