Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback

Internet Journal of Allied Health Sciences and Practice Volume 21 Number 2 Article 19 March 2023 Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback Karina Gonzalez Indiana State University, Matthew J. Drescher Indiana State University, Elizabeth R. Neil Temple University, Lindsey E. Eberman Indiana State University, Follow this and additional works at: https://nsuworks.nova.edu/ijahsp Part of the Medicine and Health Sciences Commons Recommended Citation Gonzalez K, Drescher MJ, Neil ER, Eberman LE. Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback. The Internet Journal of Allied Health Sciences and Practice. 2023 Mar 20;21(2), Article 19. This Manuscript is brought to you for free and open access by the College of Health Care Sciences at NSUWorks. It has been accepted for inclusion in Internet Journal of Allied Health Sciences and Practice by an authorized editor of NSUWorks. For more information, please contact . Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback Abstract Purpose: Effective feedback delivery is critical to behavior modification and skill improvement in novice learners and athletic training programs often use annual training to teach preceptors to develop feedback skills. The purpose of this research project was to evaluate the effectiveness of an on-line asynchronous educational module for improving feedback delivery. Method: We used a single cohort, repeated measures design (pre, post, post-post) and an eAuthoring tool (Softchalk©) and online assessments (Qualtrics® Provo, UT) to evaluate the educational module. Preceptors (n=351) from 17 post-baccalaureate programs began the study; 48 completed all 3 assessments. We delivered a content validated lesson and assessments using various learning theories including video demonstrations with paired reflections. The desired outcome was to enhance the knowledge of effective feedback characteristics to be used in practice. The pre-test assessed self-reported feedback behaviors on a Likert Scale and knowledge (score=25). The immediate post-test reassessed feedback knowledge. At least 8 weeks following completion of the module, participants were asked to reassess feedback delivery behaviors. Throughout the process, participants provided a definition of “effective feedback” scored on 7 key criteria for effective feedback delivery. Descriptive statistics and paired t-tests were used to analyze the data and significance was set at Pa-priori. Results: Significant improvements (P-3.298 P=.001, Cohen’s d=.889). There were no other significant differences between pre-test and follow-up behaviors (P>.05), as participants generally agreed they performed effective feedback behaviors (mode=4) at both time points.. Conclusions: Behaviors regarding effective feedback were not changed over the long-term, which may have been a result of the method of performance feedback. Preceptor training is both a requirement and a need in effective athletic training clinical education. Future research should aim to identify mechanisms to improve preceptor feedback and confirm preceptor perceptions through student evaluations. Author Bio(s) Karina Gonzalez DAT, ATC is a graduate of the Doctorate in Athletic Training program at Indiana State University and is a practicing athletic trainer in performing arts in California. Matthew J. Drescher DAT, LAT, ATC is a doctoral student in Teaching and Learning at Indiana State University and is a graduate of the Doctorate in Athletic Training program at Indiana State University. Elizabeth R. Neil PhD, LAT, ATC is the Clinical Education Coordinator and Assistant Professor of Instruction for Athletic Training Programs at Temple University. Lindsey E. Eberman PhD, LAT, ATC is a Professor at Indiana State University and is the Program Director for the Leadership & Professional Development and Doctorate in Athletic Training programs. This manuscript is available in Internet Journal of Allied Health Sciences and Practice: https://nsuworks.nova.edu/ijahsp/vol21/iss2/19 Dedicated to allied health professional practice and education Vol. 21 No. 2 ISSN 1540-580X Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback Karina Gonzalez1 Matthew J. Drescher1 Elizabeth R. Neil2 Lindsey E. Eberman1 1. 2. Indiana State University Temple University United States ABSTRACT Purpose: Effective feedback delivery is critical to behavior modification and skill improvement in novice learners and athletic training programs often use annual training to teach preceptors to develop feedback skills. The purpose of this research project was to evaluate the effectiveness of an on-line asynchronous educational module for improving feedback delivery. Method: We used a single cohort, repeated measures design (pre, post, post-post) and an eAuthoring tool (Softchalk©) and online assessments (Qualtrics® Provo, UT) to evaluate the educational module. Preceptors (n=351) from 17 post-baccalaureate programs began the study; 48 completed all 3 assessments. We delivered a content validated lesson and assessments using various learning theories including video demonstrations with paired reflections. The desired outcome was to enhance the knowledge of effective feedback characteristics to be used in practice. The pre-test assessed self-reported feedback behaviors on a Likert Scale and knowledge (score=25). The immediate post-test reassessed feedback knowledge. At least 8 weeks following completion of the module, participants were asked to reassess feedback delivery behaviors. Throughout the process, participants provided a definition of “effective feedback” scored on 7 key criteria for effective feedback delivery. Descriptive statistics and paired t-tests were used to analyze the data and significance was set at P<0.05 a-priori. Results: Significant improvements (P<.001) of average scores between the pre- (17±3/25) and post-assessments (20±3/25) were identified. For the definition of effective feedback, participants improved from identifying 1 to 2 of the 7 criteria in the post-test (P<.001, Cohen’s d=1.749). When comparing pre-test behaviors to 8-week follow-up, we found a significant improvement in the behavior of giving specific and focused feedback (t(41)=-3.298 P=.001, Cohen’s d=.889). There were no other significant differences between pre-test and follow-up behaviors (P>.05), as participants generally agreed they performed effective feedback behaviors (mode=4) at both time points. Conclusions: Behaviors regarding effective feedback were not changed over the long-term, which may have been a result of the method of performance feedback. Preceptor training is both a requirement and a need in effective athletic training clinical education. Future research should aim to identify mechanisms to improve preceptor feedback and confirm preceptor perceptions th (...truncated)