How Students Learn from Ambulatory Preceptors: Critical Incidents

Summary

This study explores the medical student’s perspective on learning in the community-based preceptor setting. Method: A critical incident narrative was collected from each fourth year student enrolled in the family medicine clerkship. A multidisciplinary team of medical educators analysed and coded the narratives. Results: Critical learning events had definitive outcomes, were problem-focused and lead the student to self-reflection. ‘Active observation’ (71%) was the most frequent mode of learning. ‘Collaboration’ and ‘coaching’ (30% and 14%) were also important. Conclusions: This study expands the idea of active learning to include observation focused by the students’s recognition of an important learning need. The study also suggests that critical learning moments are generally brief Increasing preceptor sensitivity to these results can enhance their teaching effectiveness without compromising practice efficiency.