Supporting students with disabilities using a ‘student support card’ scheme

2–4-week experiences that rely on a pool of approximately 125 small-group facilitators who assist students in applying a problem-solving model to the discussion of cases. Groups are comprised of eight or nine students plus one facilitator (preceptor), who is either a basic scientist or a clinician. Why the idea was necessary Student ratings of preceptor performance, although usually favourable, occasionally identify a faculty member who exhibits problematic facilitation skills. In addition, our medical school, which is community-based, is undergoing an expansion of the Year 2 curriculum into one of its communities, which will add 50 students to the class size and require approximately 60 new preceptors. What was done To assure new preceptor competency, and to identify those who may require further faculty development, a ‘certification examination’ was developed. The test relies on a simulated student small group and provides for group, self and faculty ratings of performance of the basic leadership skills that all preceptors should possess. A 20-item scale was developed, focusing on skills in four domains: orientation and preparation of the group (three items); routine group management (nine items); avoiding inappropriate preceptor behaviour (two items) and addressing possible group dysfunction (five items). ‘Overall preceptor performance’ was also rated. A 5-point scale ranging from 1 (= interferes with PBL process) to 5 (= facilitates exemplary PBL process) was used. At least 70% of the rating form items needed to be scored at ‡ 3 for the preceptor to pass the test. Seven Year 2 students in good academic standing volunteered for the simulated group. Students received a 1-hour orientation using a case they had already studied. Students assumed roles that would introduce common leadership challenges encountered during small-group discussions. Two preceptors, one just completing his first PBL assignment and one with 15 years of experience, volunteered for the pilot test. Both had achieved student ratings of ‘overall.excellent’ (4.6 and 4.8 on a 5-point scale) in their most recent preceptor assignments. Both preceptors had a 30-minute orientation session and were shown drafts of the performance rating instrument. The test used simulations of an initial case analysis and a ‘return to the case’ discussion. Institutional review board approval for the examination was obtained in August 2007 and the pilot test was conducted in October 2007. Evaluation of results and impact Overall ratings of 80.1% for the less experienced preceptor and 80.3% for the more experienced preceptor were obtained. These scores provide an important baseline for future certification of preceptor competence of those rated highly by students in the real setting. Student, preceptor and faculty observer comments indicated that the test was a realistic, feasible and enjoyable means of assessing basic preceptor skills. Improvements need to be made to enhance audiorecording of the small-group discussion and a brief break between the two parts of the test will be incorporated in a second pilot test. Certification of the entire preceptor corps is expected to take up to 2 years.