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The previous limit of 20 AAPA Category 1 CME for preceptors is no longer in effect.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 Preceptor^{2, 3}
  This resource outlines five “microskills” essential to clinical teaching. 
  • http://stfm.org/fmhub/fm2003/jun03/stevens.pdf 
  • http://www.paeaonline.org/index.php?ht=d/sp/i/80183/pid/80183 
• 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. 

Developing Expectations

• 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. 

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.