AAPA Category 1 CME Credit

American Academy of Physician Assistants (AAPA) ongoing strategic plan includes a commitment to grow the physician assistant (PA) profession. With the number of accredited PA programs on the rise, access to clinical training sites and preceptors is widely recognized as one of the rate-limiting steps to growth of the profession. In short, more preceptors equal more PAs. AAPA is excited to collaborate with the Physician Assistant Education Association to increase the number of preceptors and ultimately grow the profession.

Since 2013, individual preceptors were eligible to earn a maximum of 10 AAPA category 1 CME credits during any single calendar year for precepting. In 2019 that incentive was doubled, and preceptors permitted to earn a maximum of 20 AAPA category 1 CME credits during any single calendar year. The AAPA House of Delegates also adjusted the rate at which Category 1 CME credit may be earned for precepting. Preceptors may now earn a total of 2 AAPA Category 1 CME credits per week for each PA student they precept. 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

Evaluation and Teaching Strategies

Providing Effective Feedback

Managing Difficult Learning Situations

Developing Expectations

Conflict Resolution

  • Aspects of Conflict Resolution12
    This article discusses the causes of conflict, approaches to conflict resolution, and techniques/strategies to resolve conflict effectively. 

Bibliography

  1. Usatine R, Tremoulet, PT, and Irby, D. Time-efficient preceptors in ambulatory care settings. Academic Medicine. June 2000;75:639-642. 
  2. Langlois J, Thach S. Evaluation using the GRADE strategy. Family Medicine. March 2001;33(3):158-160.
  3. Neher J, Stevens N. The one-minute preceptor: shaping the teaching conversation. Family Medicine. 2003;35(6):391-393.
  4. Branch W, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Academic Medicine. December 2002;77(12, Part 1):1185-1188, December 2002.
  5. Buchel T, Edwards FD. Characteristics of effective clinical teachers. Family Medicine. January 2005;37(1):30-35.
  6. Gigante J, Dell M, Sharkey A. Getting beyond "good job": how to give effective feedback. Pediatrics. 2011;127(2):205-207.
  7. Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777-781. 
  8. Southern New Hampshire Area Health Education Center. Feedback, An Educational Model for Community-Based Teachers
  9. Southern New Hampshire Area Health Education Center. Dealing with the Difficult Learning Situation: An Educational Monograph for Community-Based Teachers 
  10. Lucas J, Stallworth J. Providing difficult feedback: TIPS for the problem learner. Family Medicine. 2003;35(8):544-546.
  11. Southern New Hampshire Area Health Education Center. Setting Expectations: An Educational Monograph for Community-Based Teachers 
  12. Letendre P. Aspects of conflict resolution. TraQ Program of the British Columbia Provincial Blood Coordinating Office. 2002-2009.