|
|
 |
Wyoming AHEC calls upon community health professionals
to act as preceptors to medical students, pharmacy students, nursing
students, psychology students, and social work students. Interdisciplinary
preceptor development workshops have been offered.
The links below cover a range of topics that we think many of these
preceptors will find interesting.
Society
of Teachers of Family Medicine (STFM) Web site publishes a table of
contents with on-line article abstracts for their Family
Medicine Journal going back to 1997. Starting
with the June 1998 issue a new feature of particular interest to community
preceptors was added: For the Office-based Teacher
of Family Medicine.
These articles highlight different topics of interest to community
preceptors each month. The STFM Web site provides the complete text for
these articles.
back
to main page
2004 - Volume 36 issues 1 - 10
| February |
Teaching Clinical Students to Teach
- (Fam Med 2004;36(2):87-8.)
Samuel LeBaron, MD, PhD; Erika Schillinger, MD
Editor's Note: In this month's column, LeBaron and
Schillinger of Stanford University discuss how students can develop
skills in teaching their patients, other students, and even their
preceptors during their office-based rotation.
|
| March |
Using the Socratic Method in Office-based Teaching
- (Fam Med 2004;36(3):162-3.)
Douglas P. Lewis, MD
Editor's Note: In this month's column, Lewis discusses how
the Socratic method can be used in office-based teaching to help the
learner gain new knowledge. Dr. Lewis is the associate director of
the Via Christi Family Practice Residency in Wichita, KS.
|
| May |
Professionalism: Part I - Introduction and Being a
Role Model - (Fam Med 2004;36(5):314-5.)
George D. Harris, MD, MS
Editor's Note: This month's column begins a two-part
series on the office-based teaching and assessment of
professionalism. In Part I, George D. Harris, MD, MS, of the
Department of Community and Family Medicine at the University of
Missouri-Kansas City defines key aspects of medical professionalism
and discusses how the office-based teacher can role model
professionalism in today's challenging health care environment.
|
| June |
Professionalism: Part II - Teaching and Assessing the
Learner's Professionalism - (Fam Med 2004;36(6):390-2.)
George D. Harris, MD, MS
Editor's Note: In this second of a two-part series on the
office-based teaching and assessment of professionalism, George D.
Harris, MD, MS, of the Department of Community and Family Medicine
at the University of Missouri-Kansas City describes common
situations in which the preceptor can teach professionalism and
important factors that contribute to the assessment of a learner's
professionalism.
|
| July / August |
The CALMER Approach: Teaching Learners Six Steps to Serenity When
Dealing With Difficult Patients - (Fam Med 2004;36(7):467-9.)
Heidi A. Pomm, PhD; Edward Shahady, MD; Raymond M. Pomm, MD
Editor's Note: Encounters with "difficult"
patients can be challenging and stressful to learners and even
clinical teachers. In this month's column, Heidi Pomm, PhD, and
colleagues discuss a practical approach that teachers and learners
can use to alleviate the stress in difficult patient encounters and
better handle the patient's needs.
|
| September |
Teaching Learners to Use Mirroring: Rapport Lessons From
Neurolinguistic Programming - (Fam Med 2004;36(8):541-3.)
John Clabby, PhD; Robert O' Connor, MD
Editor's Note: Teaching communication skills to learners
is an important responsibility of office-based teachers. In this
month's column, John F. Clabby, PhD, and Robert O'Connor, MD of
UMDNJ-Robert Wood Johnson Medical School describe how to teach
mirroring techniques, which learners can easily use to build rapport
with patients.
|
| October |
Using “Pearls” to Ensure That Learners Learn Key Information
- (Fam Med 2004;36(9):619-21.)
William C. Crow, Jr, MD
Editor's Note: In this month's column, William Crow, MD,
of the Lynchburg Family Medicine Residency Program demonstrates how
the use of clinical "pearls" can help the office-based
teacher convey important information to learners during busy
precepting sessions.
|
| November / December |
Breathing
Lessons - (Fam Med 2004;36(10):693-94.) Mary P. Guerrera, MD
Editor's Note: In this month's column, Mary
P. Guerrera, MD, of the University of Connecticut reflects on a
quote by Neal Whitman, EdD, that "every breath is indeed a
lesson" and explains its application to office-based teachers. |
STFM offers pages with links
of interest to preceptors including links for evidence-based medicine,
faculty development, family practice related organizations, resources
for patient care, medical informatics and software, on-line medical journals,
other medical organizations, research and medical education.
|
