For Preceptors

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>Desirable Preceptor Traits
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Comments or feedback? E-mail us at sphfield@umn.edu

Preceptor Role and Responsibilities
The role of the preceptor is to guide the public health student in his/her field experience as a mentor and supervisor. The preceptor is an individual employed outside of the University of Minnesota that has expertise in a public health related field of interest to the student. In addition to having knowledge in assigned project area, s/he should be competent in supervising and mentoring a student within the sponsoring organization. Ideally, the preceptor will have a project planned and available to host a student for a field experience. Students should be encouraged to attend meetings, trainings, and other events that will enhance the learning experience. Preceptors working with students from the Epidemiology and Community Health division are required to hold an MPH or equivalent level degree.

The SPH recommends preceptors review desirable preceptor traits and strategies for giving effective feedback before supervising a student.

The Preceptor’s Responsibilities are to:

Approve the student’s learning objectives, review and sign the online contract prior to the start of the field experience;
Provide student with learning experiences reflective of the learning objectives;
Oversee and direct the student’s on-site experience;
Contact the faculty advisor if necessary;
Complete a final evaluation of the field experience.

Desirable Preceptor Traits

Approachable
Interested in the student's academic career goals
Gives assignments that balance grunt work with more substantive tasks
Monitors the student's activities through regular meetings
Provides feedback
Helps the student meet goals and objectives for the field experience agreed upon in the signed contract
Provides adequate resources, materials to allow the student to complete assigned tasks
Shows appreciation for student's efforts
Give professional career path advice
Tries to integrate student with regular staff
Views mistakes as learning opportunities
Introduces student to others who can assist with career opportunities
Gives student a chance to learn new skills
Allows the student to take part in projects from beginning to end

Strategies for Giving Effective Feedback

Overview
This section contains strategies for giving students feedback on their performance.

Expectations
It is expected that the site preceptor should "touch base" with the student on a regular basis during the field experience. It is during these interactions when the preceptor can:

Check in with student on the progress of activities
Determine if the student has any comments or questions
Provide feedback to the student on:
- Performance and progress of specific activities
- Overall performance regarding daily activities, and
- Issues relating to attitude, knowledge, or skills

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A. Manage Your Attitude

Stay calm: Unless a delay will result in disaster, never give feedback when you’re angry or upset.

Be clear about your goals: Know what you want to accomplish by having a discussion. Sacrifice smaller points in the interest of larger objectives.

Express appreciation: Sincerely telling someone what you appreciate can make constructive feedback easier to accept.

Don't criticize or argue: You want problem-solving, not conflict. If you start to criticize or argue, STOP!

B. Empathize

Imagine their point of view: Try to put yourself in the other person's shoes. Anticipate their reaction to your comments.

Ask questions to understand their situation: If you aren't sure of their point of view, then ask questions and listen. When someone gives you feedback, be sure that you understand their viewpoint before you automatically launch into your counter-arguments.

C. Neutralize

Talk about facts and observations, not assumptions: To reduce defensiveness, use neutral language. Focus on facts and observations. Avoid accusations and blaming.

Talk about the problem, not the person: If you are upset with someone, don't talk about their negative personality traits. Focus on the issue.

Share observations with "I-statements." Minimize the word "you:" An "I-statement" expresses what you have observed or felt, NOT what the other person is doing wrong. "You" sounds accusatory, not neutral. Try saying "I have observed ..." or "I have noticed …" or "I have felt …"

D. Educate

Discuss the effects of the problem: Explain why you are concerned about the situation; that is, the effect on you, your co-workers, your work, the company, etc. People often do not realize the impact of their behavior on others, even when it seems obvious.

Use reversals or analogies to shift their point of view: Encourage the other person to see things differently by reversing the situation that is, "putting them in your shoes" or using an analogy to give them a different frame of reference.

Describe your feelings with "I-statements:" To communicate their effect on you, try saying "I feel" or "My problem is," NOT "You always" or "You should."

E. Cooperate

Look for common goals: Identify shared interests, needs, or concerns as you try to solve the problem.

Engage in give and take. Expand the options: Be willing to make concessions and compromises. You may also be part of the problem! Propose strategies and solutions that neither party may have previously considered.

End with action steps: Agree on what will be different in the future - both what they will do and what you will do. Unless you end with action steps, nothing is likely to change.

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Preceptor Forms
The online contract must be completed before the student begins the field experience. The contract must be signed by the preceptor, student, faculty advisor, and the major coordinator. After the student has completed the field experience, both the student and the preceptor need to complete an evaluation of the field experience.

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