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Main themes | Subthemes: code |
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Preceptorship being exciting or rewarding | Personal motivation |
(i) Learn |
(ii) Build relationship with students |
(iii) Novice to competent professionals |
Acknowledgement and recognition by students |
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Challenges confronting the preceptorship | Students’ factors |
(i) Unwillingness to learn |
(ii) Students not obeying instructions/disrespect |
(iii) Absenteeism/truancy, idling |
(iv) Parallel schedules of students |
Preceptors’ factors |
(i) Lack of interest of staff to help students |
(ii) Time constraint/workload |
(iii) Burnout of preceptors |
(iv) Parallel schedules of preceptors |
Institutional level factors |
(i) Large student numbers |
(ii) Lack of logistics/equipment/teaching materials/aids |
(iii) Lack of collaboration between school and preceptors |
(iv) Lack of remuneration |
(v) Lack of training specific to the preceptor role |
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Improving preceptorship | Effective collaboration between educational institutions and hospitals |
(i) Improve communication between schools and hospitals |
(ii) Preceptors should account for their stewardship through periodic reports to the schools |
(iii) Regular meetings of stakeholders |
(iv) Schools should select their own preceptors |
(v) Preparation for role |
Improve interdisciplinary approach to teaching |
Financial reward for preceptors |
Streamline preceptorship |
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