Preceptor & Mentor Programs
- Within the professions, a preceptor specifically refers to a practicing physician who provides personal instruction and training to a medical student. The old English word is also used generally to describe an instructor or adviser. While the general definition for the preceptor is similar to that of the mentor, there are also some differences between the two models of professional support.
Preceptor programs typically exist in more controlled environments that aim to specifically introduce new employees to key policies and procedures in a shorter time frame. The preceptor generally provides a formal evaluation of the trainee. Mentor programs, conversely, are less formal, have longer time frames and aim to provide a more general professional guidance to the person being mentored. - Organizations apply a variety of formal approaches when developing preceptor and mentor programs. The University of British Columbia, for instance, supports a three-phase approach that includes planning, implementation and evaluation. Each of the three phases contains several additional stages. Planning starts with identifying the desired outcomes for the program and which type of training program will be adopted -- preceptor, mentor, or a combination of both. Either a department or a particular individual can be appointed to coordinate the program, which includes establishing durations and developing program budgets. Potential program participants should be identified and a selection criteria should be established for the program.
- The implementation stage for preceptor and mentor programs includes an active recruitment and pairing of participants. In addition to the need for workload relief and ongoing support, resources and additional training might also be necessary. A formative evaluation allows for feedback from participants during the program. Feedback may be useful in making program adjustments. Reward and recognition components are included in these programs.
- Monitoring and evaluation components are critical in preceptor and mentor programs. This may include qualitative assessment techniques, such as use of a written survey for participants with questions based on the program's desired outcomes. When a trainee has an established workplace record before entering the program, a quantitative evaluation may be possible through evaluating variances in pre-program and post-program performances by the trainee.
