Preceptor Fidelity to the Creation of Precepting-Focused Continuing Professional Development Learning Plans

Abstract Objectives: To determine preceptor fidelity to the creation of continuing professional development (CPD) learning plans for improvements in clinical teaching. To determine topics of interest for preceptor development programming with a focus on clinical teaching skills. Methods: An online CPD program focusing on the reflect and plan stages was launched. The online program introduced preceptors to CPD, encouraged preceptors to review student feedback, and required completion of a CPD precepting plan. Preceptors were provided four guided questions to develop their plans. Preceptor fidelity to the creation of a CPD plan to improve precepting skills was rated as: 1) having a plan for improving a precepting skill, 2) having a plan for improving precepting, but not skill-based, or 3) having a plan lacking a precepting focus. Topics of precepting improvement were identified. Results: Of the 491 preceptors who completed CPD plans, 46.2% of the plans were skill-based. Of those, 59.5% of the CPD plans included specific learning items. Only 3.9% of preceptors submitted non-precepting focused CPD plans and the remaining 49.9% of CPD plans were non skill-based, but precepting focused. Giving feedback was the most frequently listed topic with 45.8% of preceptors including it in their CPD plans. Conclusions: This online precepting CPD program successfully guided preceptors in developing CPD plans that have the potential to improve student learning experiences. Future precepting CPD programs will need to provide direction on the use of skill-based objectives. Further investigation is needed to determine the effectiveness of the program in changing precepting behavior. Article Type: Original Researc