In this video, Dr. Alexander gives a detailed overview of the CLIC year, including the multi-faceted role of faculty preceptors, the orientation schedule, a discussion of immersion weeks, samples of monthly and weekly schedules, a discussion of “burst” weeks, the call schedule for CLIC students, the student assessment schedule, and the results of student outcomes research from another institution that implemented a longitudinal integrated clerkship. This video answers the question: What is the detailed schedule for the CLIC, and what notable outcomes have other institutions using this model reported?
In this video, Dr. McGeehan discussed the resources available to learners, and preceptors, through CMSRU’s Office of Student Affairs and Admissions. Dr. McGeehan covers the following topics: Academic and Career Counseling, FERPA (Family Educational Rights and Privacy Act): Student Records; Professional Appearance, Social Networking, and Student Mistreatment. Dr. McGeehan also discusses CMRSU’s Advisory Colleges. This video answers questions about how the OSAA can assist CLIC preceptors with matters related to student affairs; it encourages preceptors to contact anyone in OSAA with any problems or concerns.
In this video, Dr. Gable discusses how to create a smooth start for the CLIC experience. He briefly discusses orienting the office to the presence of a CLIC student, the best formats for scheduling patients when you have a CLIC student, and understanding your role as a preceptor. This video answers the question: What is the best way to initiate the CLIC experience for my office staff, the CLIC student, my patients, and myself as a preceptor?
In this video, Dr. Gable discusses the barriers to effective clinical teaching, teaching clinical skills (including direct observation), bedside teaching, case-based instruction and preceptor models for clinical teaching, the 5-Step Microskills Model, the feedback “sandwich”, and the SNAPPS model of clinical teaching. This video answers the questions: What are the principles, and some sample models, of effective clinical teaching? What techniques can I use to improve my clinical teaching?