Being a clinical preceptor is rewarding but not always easy. You’re treating patients while also teaching the next generation of MDs, DOs, PAs, and NPs. Ever wonder how to be a better preceptor? We’ve gathered real student feedback in rotations to highlight what learners appreciate and where there’s room for improvement. Here are four actionable tips – with a dash of humor – to up your precepting game. (Yes, even when telehealth precepting is part of the mix!)
Tip 1: Create a Welcoming Learning Environment
A positive atmosphere makes a world of difference. Remember how nerve-wracking clinical rotations felt as a student? Today’s students are no different. They learn best when the environment is welcoming and communication is open. Start by being approachable and positive. Smile, introduce the student to staff, and show you’re happy to have them there. Even a simple “I’m excited to work with you” can calm a student’s first-day jitters.
One clinical teaching strategy here is to share your own learning experiences. A quick story about a mistake you made as a trainee (and what you learned from it) shows humility and sets a supportive tone. Students shouldn’t be afraid to ask questions or admit confusion. The best preceptors are described as “kind, non-judgmental” and willing to explain their reasoning. In other words: be the mentor you wish you had. A welcoming vibe boosts confidence and encourages engagement.
Student’s take: “My preceptor made me feel comfortable. She was patient, supportive, and encouraging. She believed in me from the beginning, which made me feel more confident.” – Student on MomentMD
Why it matters: When students feel safe and supported, they’re more likely to speak up, try hands-on tasks, and truly learn. A stressed student who’s terrified of being yelled at is not an engaged learner. So set a friendly, team-oriented tone from day one.
Tip 2: Communicate Expectations & Give Regular Feedback
Clear communication is a clinical teaching strategy that can’t be skipped. Students consistently say it’s “very helpful when the preceptor communicates clear goals and expectations at the beginning of the day.” Take a few minutes upfront to outline expectations: How should they present patients? What pace should they aim for? Can they independently see patients or do you prefer to go in together? Clarifying these points early prevents confusion and anxiety. It also shows the student that you’ve invested thought in their learning experience.
Mid-rotation, remember to provide feedback – not just at final evaluation time. Aim for a mix of positive reinforcement and constructive pointers. For example, “Your history-taking was thorough, but let’s work on tightening the assessment for clarity.” Students crave feedback; it’s how they improve. In fact, they appreciate preceptors who “provide constructive criticism so we can work harder to improve in the future.” Try to give specific examples and tips rather than just “good job” or “needs work.” If you notice a student doing something well (like handling a tough patient interaction), mention it on the spot. Likewise, if they miss a key exam finding, discuss it and demonstrate the proper technique.
Crucially, keep feedback encouraging and actionable. Avoid harsh or sarcastic remarks. There’s a big difference between saying “You don’t know that?!” and “That’s a tricky one – let’s go over it together.” One student noted that their favorite preceptor “always encouraged me… to think through each situation”uu.edu, which built confidence. Frame criticism as areas to grow, not personal failures. And don’t forget to invite their feedback on your teaching too – ask midway through the rotation if there’s anything they need more of (explanation, autonomy, etc.). This shows you’re committed to being the best teacher you can be.
Tip 3: Engage and Challenge the Student
Great preceptors actively involve students in patient care. Engaging medical students means moving beyond letting them shadow silently. Whenever possible, have the student take the lead – for instance, let them start the patient interview or present their assessment first. This hands-on approach keeps them engaged and helps develop their clinical reasoning. Of course, always tailor the level of challenge to the learner’s experience. You don’t want to throw a first-week student into a high-stakes procedure unsupervised. But you do want to gradually increase responsibility as they grow. Maybe today they perform the exam while you observe; next week they manage the visit almost independently. As one nursing education article put it, students appreciate feeling a sense of autonomy while knowing you’re there to catch any critical mistakes.
One effective tactic is to ask questions that stimulate thinking (Socratic questioning). For example, “What possible diagnoses fit these symptoms?” or “Which antibiotic would you choose and why?” Encourage the student to articulate their reasoning. Even if the answer isn’t 100% correct, applaud their thought process and gently guide them to the right conclusion. This shows that it’s okay not to know everything (nobody does!), as long as they are willing to learn. Clinical teaching strategies like case discussions or brief teaching points on the spot can make learning more interactive. Some preceptors even turn the tables and ask students to teach them something new from recent research – keeping both parties on their toes.
Importantly, challenge without belittling. Students actually enjoy being challenged in a supportive way. “I felt that I was challenged in a good way to expand my knowledge and think critically,” one student shared. The key is to push them just outside their comfort zone, not shove them off a cliff. If a mistake happens or they get stumped by a question, use it as a teachable moment rather than a teardown. As another student said, “I was never demeaned for not knowing the answer but was encouraged to consult my resources and research for next time.” – Student on MomentMD. This kind of positive challenge keeps students motivated. They stay curious, ask more questions, and remember the lessons (and will thank you when they’re flourishing in their careers).
Tip 4: Embrace Telehealth Precepting (Don’t Forget the Virtual Classroom)
Telehealth isn’t just a pandemic buzzword – it’s now a routine part of clinical practice and education. Many preceptors are figuring out how to teach effectively over video. The good news is, telehealth precepting can be just as enriching with a few adjustments. First, set expectations for virtual etiquette: ensure the student knows how to introduce themselves to patients on-screen, maintain professional attire/background, and handle tech issues. Just as in person, let the patient know “I have a student with me” and clarify the student’s role.
During telehealth visits, find creative ways to involve the learner. One approach is the “virtual triangle” method: the student sees the patient first via video, then you join after a few minutes for the assessment. The student can even present their findings in front of the patient (with appropriate language), which can be a confidence booster and time-saver. Another tip: use your platform’s chat function or text messaging to coach in real time – for example, you can discreetly message “ask about allergies” if the student forgets, or send a quick kudos for a well-handled question. Students report that in virtual rotations they value being able to receive immediate feedback and guidance from preceptors during cases.
Be sure to schedule debriefs since you lose those quick hallway chats. After the video visit ends, take a few minutes on video or phone to discuss what went well and what to improve. This maintains the teaching feedback loop. Also, engage students in telehealth-specific learning: have them walk a patient through an at-home exam maneuver, or discuss how telemedicine changes the approach to a case. Keep them on their toes – one day they might be diagnosing rashes via webcam on their own! By embracing telehealth as a teaching tool rather than a barrier, you’re preparing your students for the future of practice. Plus, you might pick up some tech-savvy tricks from your students along the way.
Bottom line: Whether in-person or online, great precepting is about engaging medical students actively and making them feel supported. Adapt your style to the setting, and remember that communication is still key – virtual eye contact and tone matter too. Show enthusiasm for teaching even through a screen, and your student will stay enthusiastic about learning.
Conclusion
Improving as a preceptor doesn’t require superhuman effort or endless time – just mindful tweaks to your approach. By creating a welcoming environment, communicating clearly, actively engaging students, and adapting to telehealth, you can significantly enhance the clinical learning experience. Your students will appreciate it, and you’ll likely find teaching more enjoyable too.
In the end, students may forget the details of that lecture on electrolyte management, but they won’t forget how you made them feel or the confidence you helped them build. Be the mentor that you’d want for yourself or your family. With these tips, you’ll not only teach clinical skills but also inspire the next generation of providers. And who knows? A few years down the line, you might be colleagues – and you’ll be proud knowing you had a hand in their growth. Happy teaching!