AAPA Category 1 CME Credit
American Academy of Physician Assistants (AAPA) AAPA is the only accreditor for the AAPA Category 1 CME system.
The previous limit of 20 AAPA Category 1 CME for preceptors is no longer in effect. Preceptors may now earn an unlimited number of AAPA Category 1 CME for their precepting efforts from programs accredited by AAPA to provide these CME. Preceptorship CME is still earned at a rate of 2 AAPA Category 1 CME credits per PA student per 40-hour week. View the Category 1 CME for Preceptors Guide.
If you are interested in becoming a preceptor, please contact Heidi Kennedy, Clerkship Coordinator, at Heidi.Kennedy@dmu.edu.
Integrating the Student into a Busy Practice
- Time-Efficient Preceptors in Ambulatory Care Settings1
This case-based article gives the reader time-saving and educationally effective strategies for teaching students in the clinical setting.
Evaluation and Teaching Strategies
- The One-Minute Preceptor2, 3
This resource outlines five “microskills” essential to clinical teaching.
- Feedback and Reflection: Teaching Methods for Clinical Settings4
This article describes how to use these two clinical teaching methods effectively.
Providing Effective Feedback
- Getting Beyond “Good Job”: How to Give Effective Feedback6
This article outlines why feedback is important, barriers to feedback, and how to give constructive feedback.
- Feedback in Clinical Medical Education7
This article provides effective guidelines for giving feedback.
- Feedback: An Educational Model for Community-Based Teachers8
This document provides insightful tips on giving feedback, describes differences between feedback and evaluation, addresses barriers to giving feedback, and gives the reader case-based practice scenarios.
Managing Difficult Learning Situations
- Dealing with the Difficult Learning Situation: An Educational Monograph for Community-Based Teachers9
These documents outline strategies for both preventing and managing difficult learning situations.
- Providing Difficult Feedback: TIPS for the Problem Learner10
This article provides an easy-to-use “TIPS” strategy to address difficult learners or learning situations.
- Setting Expectations: An Educational Monograph for Community-Based Teachers11
This document outlines both a timeline and comprehensive ways to develop expectations for both the learner and teacher.
- Aspects of Conflict Resolution12
This article discusses the causes of conflict, approaches to conflict resolution, and techniques/strategies to resolve conflict effectively.
- Usatine R, Tremoulet, PT, and Irby, D. Time-efficient preceptors in ambulatory care settings. Academic Medicine. June 2000;75:639-642.
- Langlois J, Thach S. Evaluation using the GRADE strategy. Family Medicine. March 2001;33(3):158-160.
- Neher J, Stevens N. The one-minute preceptor: shaping the teaching conversation. Family Medicine. 2003;35(6):391-393.
- Branch W, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Academic Medicine. December 2002;77(12, Part 1):1185-1188, December 2002.
- Buchel T, Edwards FD. Characteristics of effective clinical teachers. Family Medicine. January 2005;37(1):30-35.
- Gigante J, Dell M, Sharkey A. Getting beyond "good job": how to give effective feedback. Pediatrics. 2011;127(2):205-207.
- Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777-781.
- Southern New Hampshire Area Health Education Center. Feedback, An Educational Model for Community-Based Teachers
- Southern New Hampshire Area Health Education Center. Dealing with the Difficult Learning Situation: An Educational Monograph for Community-Based Teachers
- Lucas J, Stallworth J. Providing difficult feedback: TIPS for the problem learner. Family Medicine. 2003;35(8):544-546.
- Southern New Hampshire Area Health Education Center. Setting Expectations: An Educational Monograph for Community-Based Teachers
- Letendre P. Aspects of conflict resolution. TraQ Program of the British Columbia Provincial Blood Coordinating Office. 2002-2009.