AAPA Category 1 CME Credit

Approved for Category 1 CME credit

Des Moines University is approved by the American Academy of Physician Assistants (AAPA) to award AAPA Category 1 Continuing Medical Education (CME) credit to eligible physician assistant preceptors. No credit is available for preceptoring osteopathic/allopathic medical students.

Physician assistants can earn a maximum of 10 hours of credit for clinical precepting during the calendar year. Physician assistant preceptors may be awarded 0.5 CME credits per two weeks of clinical teaching. Those precepting more than one student at a time may be awarded an addition 0.25 CME credits per student per two weeks. Preceptors must disclose any financial relationship with commercial interests to PA students.

There is no additional work required of preceptors.  At the end of the academic year, the DMU CME office will report the hours to AAPA and certificates will be emailed within six weeks of the reporting period. AAPA credit will not be awarded until the student evaluation is complete.

If you are interested in becoming a preceptor, please contact Danny Chambers at Danny.Chambers@dmu.edu.


Resources

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

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  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.