Just-in-Time: Statewide Preceptor Development Through Brief Asynchronous Modules.

Introduction Clinical teachers are vital to the quality of the trainee learning environment. However, many of them undertake teaching roles without formal training. Time constraints and geographic distance of preceptors from central academic campuses may be barriers to such training. The University of North Carolina (UNC) School of Medicine (SOM)'s Academy of Educators (AOE) aimed to address these gaps through the development of AOE Essentials online training modules.  Methods AOE Essentials consists of three asynchronous, self-paced modules designed for clinical preceptors across six clinical sites in North Carolina. A diverse group of 22 faculty members developed the modules, which cover topics such as setting expectations, completing evaluations, and providing effective feedback. Each module includes embedded videos, diagnostic quizzes, and pre- and post-tests of satisfaction and knowledge gain for assessment. Knowledge gain in each module is assessed by four to five multiple-choice, one-best-answer questions for each quiz that were initially designed by each module's faculty and subsequently reviewed by study authors with expertise in medical education scholarship generally and survey methodology specifically. Three separate questions assessing the quality/quantity of information and clarity of visual information were adapted from the Mobile App Rating Scale (MARS).  Results To date, 254 modules have been completed by faculty. The Expectations module (n = 104) was completed at higher rates than Evaluations (n = 71) or Feedback (n = 79) models. Analysis revealed significant improvements in pre-post knowledge scores for the Expectations (p<0.001) and Evaluation (p<0.001) modules. The Feedback module showed no significant change (p = 0.398), though this may have been limited by the ceiling effect and potential prior knowledge in this area. Participant feedback indicated high satisfaction, with average ratings ranging from 4.47 to 4.7 for content relevance and clarity. Additionally, 97% of participants would recommend the modules to colleagues.  Conclusions AOE Essentials represents a novel asynchronous, multi-site faculty development program specifically designed for geographically dispersed clinical preceptors, demonstrating measurable knowledge gains and high participant satisfaction. Limitations of this study include completion of the evaluation immediately after completion of the modules, thus only assessing immediate knowledge gains, as well as concerns about a possible ceiling effect for some participants, limiting the ability to determine knowledge acquisition during the module. Future initiatives will explore knowledge retention of participants at three to six months, creation of additional training modules, and the potential for mandatory training for preceptors. Despite its limitations, this program may serve as a template for other institutions facing similar challenges in faculty development.