Preceptor Tools & Resources
Across TAHSN, our Learner Engagement Surveys and learner focus-groups tell us that preceptors and supervisors are paramount to students feeling welcomed and supported. Meanwhile, our Preceptor Survey reports limited awareness of available teaching resources and development opportunities.
You told us, we listened.
In order to best support teaching clinicians and staff, these resources are intended to be ready-to-use and simple. Recognizing that individuals may wish to explore more robust programming, there are additional longitudinal options for our teachers as well. It is our hope that these resources will better support the important work of teaching the next generation of health professionals.
A quick and easy resource to preceptors, regardless of where they are in their teaching journey. It includes setting the stage for successful preceptorship, and detecting and managing challenging preceptor situations.
Our learners need your help! Research informs us that careful attention to the learners’ orientation of their placement/rotation improves their academic success. This concise one-pager will keep you on track as your learners arrive.
These checklists are resources to help both preceptors and learners maximize the quality of the educational experience. These checklists are a guide and can be adapted. There are three (3) different checklists that will help preceptors and learners prepare for placements; pre -placement, at the beginning of placement and at the end of placement.
Please do not hesitate to reach out to your local hospital education team, your university/college faculty contacts, and/or wellness teams if you have questions.
Self-Directed Programming:
Longitudinal Programming:
$ FREE $
The Preceptor Education Program is an online interprofessional program with eight interactive learning modules for students and health professionals. Accessible on our website or through eCampus Ontario, each module takes 30-45 minutes and aims to support health professionals and students preparing them for real-world practice.
$$ VARIABLE $$
The Centre for Faculty Development (CFD) is a partnership between Unity Health Toronto and the University of Toronto’s Temerty Faculty of Medicine. They are committed to supporting the development of participants and community members in their multiple roles and activities in health professions education.
This includes the Teaching and Learning in the Clinical Context (TLC) program designed for supervisors/preceptors from all health disciplines to develop the foundational knowledge and skills needed to effectively teach learners in various clinical contexts.
Mistreatment Identification & Management Process
Learners have said they receive mistreatment reporting information at orientation. However, this info is not always retained for easy-access when needed.
We encourage all hospitals and supervisors/preceptors to be familiar with reporting pathway procedures, and have reference information easily accessible. We encourage students and supervisors/preceptors to remember that there is “no wrong door” to go through in an effort to seek support. It's important as clinicians and staff that we know the process. We will be ready to assist when someone "walks through our door".
Please do not hesitate to reach out to your local hospital education team, your university/college faculty contacts, and/or wellness teams if you have questions.
Responding to Learner Mistreatment from Faculty, Staff, and Other Learners: Toolkit
The Responding to Learner Mistreatment from Faculty, Staff, Other Learners: Toolkit is intended to support TAHSN hospitals and all of their associated clinical teaching environments in addressing learner mistreatment. This document provides guidance for various situations, but should not be presumed or construed as complete or exhaustive. These options may not be appropriate for/applicable to every situation. The education leader (e.g., Director and/or Vice President of the Education department/program at your institution) will need to assess each situation individually. Within the guidance of this Toolkit, applicable policies and legislation (including the academic partner’s policies and processes), and their own role, to identify the best course of action.
Responding to Learner Mistreatment from Patients, Family Members and Visitors Faculty/Supervisor and Learner Guide
The Responding to Learner Mistreatment from Patients, Family Members and Visitors: Faculty/Supervisor and Learner Guide was created by TAHSNe’s Learner Mistreatment by Patients & Families Working Group and approved by TAHSNe. The information in this guide is intended for supervisors to leverage and share with learners, so they can create an environment where learners feel safe and supported when mistreatment occurs.