Preceptorship is an essential component of medical education and clinical training. Precepting allows education to be individualized, links classroom knowledge to real patient management problems, and provides role modeling as the trainee develops knowledge, skills and attitudes for practice. In an idealized clinical practice teaching episode, the trainee performs the assessment and makes an oral case presentation to the Preceptor with a differential diagnosis and management plan outlined. The Preceptor refines the assessment and plan, and the trainee implements the plan with assistance as needed. As trainees gain experience with more patients over time, they are expected to increase their knowledge and skills, improve practice efficiency and effectiveness, and become increasingly independent in managing patient care. The Preceptor provides feedback and support to the student and evaluation data to both the student and course chair.

Although preceptorship is usually a positive experience for both teacher and trainee, problems occasionally arise. Sometimes this difficulty is related to poor student performance. Other problems may include poor communication between student and Preceptor, characteristics of the clinic or perhaps a poor match between the learning style of the trainee and the teaching style of the Preceptor. A “challenging student” may be frustrated, anxious, bored, overwhelmed, unprepared, distracted, ill, or have a true learning disability.  Errors in knowledge or skills are typically due to limited experience, unclear expectations, and inadequate feedback rather than the result of insufficient ability, interest, or care.