Abstract

Objective: Opportunities for senior residents to precept junior trainees in continuity clinics have previously been explored. Faculty or junior resident perceptions of the resident-preceptor model remain understudied, however. We describe a resident-preceptor curriculum implemented with third-year Internal Medicine residents at a single institution with a multipronged evaluation.

The objective was to assess the feasibility of and perceptions about a resident-preceptor curriculum for third-year Internal Medicine residents.

Methods: Postgraduate year 3 (PGY-3) residents on ambulatory rotations between January and May 2023 attended a 1-hour educational workshop and then participated in up to four half-day resident-preceptor sessions. Pre- and postcurriculum surveys using Likert scales assessed the perceptions of ambulatory training among PGY-3 residents. Faculty members and junior residents completed postcurriculum surveys to assess feasibility and impact on the clinic learning environment. Survey responses were summarized using means, standard deviations, and one-sided Wilcoxon signed rank tests.

Results: Fourteen PGY-3 residents participated, and 10/14 (71.4%) completed both pre- and postcurriculum surveys. PGY-3s precepted a median of two half-day sessions and five patients per session. No additional faculty, space, or clinic resources were necessary. Postcurriculum, PGY-3s were significantly more likely to view their faculty as using evidence-based practice (P = 0.02). Among faculty and junior residents, 15/23 (65.2%) and 13/44 (29.5%) completed the postcurriculum surveys, respectively. Faculty and junior residents provided positive ratings on the impact of the curriculum across multiple aspects of clinical training.

Conclusions: Implementing a resident-preceptor curriculum in outpatient continuity clinics is feasible without additional resources and is perceived as a valuable addition to ambulatory training by faculty, resident preceptors, and junior residents.