Top ten best practices for interprofessional precepting
Sarah Shrader, Department of Pharmacy Practice, United States ; Jana Zaudke, Department of Family Medicine, United States
Journal of Interprofessional Education & Practice Volume 10, Number 1, ISSN 2405-4526 Publisher: Elsevier Ltd
With increasing emphasis on positioning interprofessional education within clinical training, preceptors play a critical role in interprofessional learning. We define interprofessional precepting as intentionally educating learners from multiple professions in authentic practice-based settings, combining clinical teaching and patient care with explicit conversations about how interprofessional collaboration contributes to high-quality, patient-centered, team-based care.Interprofessional precepting requires a unique skillset, and we provide our top ten best practices for interprofessional precepting based on our experiences in the interprofessional education field and evidence from the literature. These best practices support interprofessional preceptors providing interprofessional education experiences in practice-based settings and can serve as a resource to guide preceptor development of the abilities necessary for establishing a high-quality educational experience.
Shrader, S. & Zaudke, J. (2018). Top ten best practices for interprofessional precepting. Journal of Interprofessional Education & Practice, 10(1), 56-60. Elsevier Ltd.
Cited ByView References & Citations Map
Sarah Shrader, University of Kansas School of Pharmacy, United States; Hannah Maxfield, University of Kansas Medical Center School of Medicine, United States; Stephen Jernigan, University of Kansas Medical Center School of Health Professions, United States
Journal of Interprofessional Education & Practice Vol. 15, No. 1 (June 2019) pp. 38–42
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