Resident and teacher perceptions of the preceptor field note: a qualitative analysis

Authors

  • Milena Markovski Southlake Academic Family Medicine
  • Vyshnave Jeyabalan University of Toronto
  • Robert Stephens University of Toronto https://orcid.org/0009-0001-0089-9787
  • Lana Kiehn Southlake Academic Family Medicine
  • Jonathan Lockwood University of Toronto
  • Danyal Saeed University of Toronto
  • Risa Bordman North York Regional Hospital https://orcid.org/0000-0001-7025-7053

DOI:

https://doi.org/10.36834/cmej.77182

Abstract

Implication Statement

Assessment of clinical teachers is a requirement by family medicine residency programs in Canada. This facilitates feedback to teachers and ensures the curriculum is delivered in an efficient and safe way. To protect resident confidentiality, preceptors often receive their teaching evaluations months to years later. Teachers have requested shorter feedback loops, greater numbers, and more frequent assessments to improve their skills.

The preceptor field note (PFN) is a tool that allows learners to evaluate teachers during a single encounter providing more frequent and immediate feedback. This study documents teachers’ and residents’ initial impressions of the first iteration of the PFN.

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References

Bandiera G, Fung K, Iglar K, et al. Best practices in teacher assessment. University of Toronto; 2010 p. 1–41. Available from: https://pgme.utoronto.ca/wp-content/uploads/2016/07/BestPracticesTeacherAssessment2010.pdf

University of Toronto. MD Program assessment and evaluation Personal communication. 2022 11 08.

Rojas D, SG. Review of the MD and Post-MD teacher effectiveness assessment tools completed by learners. University of Toronto. 2019 Dec p. 1-16.

Donoff MG. Field notes: assisting achievement and documenting competence. Can Fam Physician. 2009 Dec;55(12):1260–2, e100-102.

Lawrence K, van der Goes T, Crichton T, et al. Continuous Reflective Assessment for Training (CRAFT): a national programmatic assessment model for family medicine. College of Family Physicians of Canada; 2018 p. 1-17. Available from: https://www.cfpc.ca/CFPC/media/Resources/Faculty-Development/CRAFT_ENG_Final_Aug27.pdf

Walsh A, Antao V, Bethune C, et al. Fundamental teaching activities in family medicine: a framework for faculty development. College of Family Physicians of Canada; 2015. Available from: https://www.cfpc.ca/CFPC/media/Resources/Education/FTA_GUIDE_TM_ENG_Apr15_REV.pdf

Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006 Jan;3(2):77–101. https://doi.org/10.1191/1478088706qp063oa

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Published

2024-02-15

How to Cite

1.
Markovski M, Jeyabalan V, Stephens R, Kiehn L, Lockwood J, Saeed D, Bordman R. Resident and teacher perceptions of the preceptor field note: a qualitative analysis. Can. Med. Ed. J [Internet]. 2024 Feb. 15 [cited 2024 Jun. 20];. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/77182

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