MM403 - Precepting Prep: Evolving from Clinician to Coach!

Abstract:
The field of audiology is small, but student interest is high. With a small number of available clinical placements, there is a strong chance a clinician may be “pressed into service” to be a preceptor, even if it is not an interest of theirs. There are differences between being an excellent clinician versus a mentoring, supportive teacher. However, it IS possible to be both! This session aims to discuss some of those differences, how to be aware of them, and how to capitalize on your (and the students’) strengths for a successful rotation.

Summary:
A diagnostic clinician assesses and treats patients, whereas a preceptor teaches and mentors students as they train to gain the necessary skills to become a competent, independent diagnostic clinician. A clinician often works independently or as part of an interdisciplinary team. When acting as a preceptor, the clinician works closely with the student as they hone clinical and administrative skills pertinent to their role. The preceptor must mentor and support the student during this process. While patient care is still paramount, one has to allow the student to make mistakes, learn, and develop their skills in a supportive environment. There must be a balance between efficiency and quality patient care as well as letting learning happen at the students’ pace. The clinician must take care to encourage the student to find what works for them instead of trying to make them a clone of their own working style. One must be patient in helping the student try new things and find their voice and be cognizant of that student’s needs. This takes time and practice, and being aware of how different people learn, receive feedback, and synthesize this information will help immensely when working with different individuals.

There are many different learning styles, including visual (individuals best process information organized in graphs, charts, photos, and tables), auditory/aural (listening, such as lectures and books on tape), kinesthetic/physical (making a 3D model or performing practice procedures), reading/writing (using the written word) and social (sharing with others in a discussion/group setting). Taking a moment to determine how your specific student learns will help you best support them. This also ties in to giving feedback to the student in a way that is helpful to them -- are they a visual learner and may benefit from a table at the end of the day detailing things that went well and things they could work on? Or a debrief email? Would a verbal check-in before lunch work better? Do they want to receive feedback in the moment, or later on in private? By taking the time to connect with your student and determine how to best support them, this will quickly establish trust and will make your working relationship stronger.

Just like clinicians need continuing education hours, preceptors, coaches and mentors benefit from outside support and learning opportunities. A clinician can find resources by seeking out precepting and student-based education courses (for example, there was a session about giving feedback at the 2024 American Academy of Audiology (AAA) convention). Professional organizations have webpages dedicated to teaching and supporting students; for example, the AAA Student Affairs and Academic Standards Council, including the Academic and Clinical Education Resources (ACER) Committee. One could also pursue a specialty certification in precepting, like the American Board of Audiology (ABA) Certificate Holder–Audiology Preceptor (CH-AP) Certificate Program.

Brief Summary of Clinical Takeaways:
The clinical takeaway for this session is reviewing the differences between a diagnostic clinician and a mentoring preceptor, as well as exposure to different learning styles and coaching skills that will be helpful when working with students during their clinical rotations.