Paul M. Paulman, M.D., is a professor in the Department of Family Medicine at the University of Nebraska Medical Center. Jeffrey L. Susman, M.D., is director of the Department of Family Medicine at the University of Cincinnati. Cheryl A. Abboud, M.P.A., is an administrator in the Department of Pathology and Microbiology at the University of Nebraska Medical Center.

The editors are to be applauded for giving us an excellent how-to-manual devoted to this essential aspect of the art of medical education. Journal of the American Board of Family Practice

• ForewordPrefaceList of ContributorsPart I: Introduction to Community-Based PreceptingChapter 1. The History and Value of PreceptorshipsChapter 2. How Do I Get Involved in Precepting?Chapter 3. Pitfalls of PreceptingPart II: Characteristics and Needs of LearnersChapter 4. What Medical Students Want and Need From a PreceptorshipChapter 5. Learning Needs of Medical Students Chapter 6. The Teaching MomentPart III: Clinical TeachingChapter 7. Learning During the PreceptorshipChapter 8. Being a Role ModelChapter 9. Integrating the Student Into the Practice Chapter 10. Orienting Medical StudentsChapter 11. Learning ContractsChapter 12. Using Goals and Objectives in Community RotationsChapter 13. SupervisionChapter 14. Teaching and Learning StylesChapter 15. Formative FeedbackChapter 16. Summative Feedback, Evaluation, and Grading StudentsChapter 17. Advising From a Preceptor's PerspectiveChapter 18. Dealing with Learners at Different LevelsChapter 19. Dealing with the Problem LearnerPart IV: Organization of the Preceptorship CurriculumChapter 20. The Ideal PreceptorshipChapter 21. Reinventing the Community-Based PreceptorshipChapter 22. Costs of Precepting and How to DecreaseChapter 23. LogisticsChapter 24. Involving Your Office Staff in TeachingPart V: Relationships to Medical Schools and Other AgenciesChapter 25. Working with Preceptorship Sponsors: Medical Schools and Clinical Departments Chapter 26. Preparing for a Site VisitChapter 27. Working with Local Hospital Administrators Chapter 28. Working with Local Hospital AdministratorsChapter 29. Preceptors in Managed Care OrganizationsPart VI: Legal and Ethical Aspects of PreceptingChapter 30. Liability Issues for PreceptorsChapter 31. Ethics of PreceptingPart VII: Faculty Benefits and ResourcesChapter 32. Support Services and Products Available for Community PreceptorsChapter 33. Electronic Communication for Community PreceptorsChapter 34. Faculty DevelopmentAppendix A. Health Care Financing Administration Rules for Student Documentation in Medicare Patients' ChartsAppendix B. Sample Preceptor-University ContractIndex

Paul M. Paulman, M.D., is a professor in the Department of Family Medicine at the University of Nebraska Medical Center. Jeffrey L. Susman, M.D., is director of the Department of Family Medicine at the University of Cincinnati. Cheryl A. Abboud, M.P.A., is an administrator in the Department of Pathology and Microbiology at the University of Nebraska Medical Center.

The editors are to be applauded for giving us an excellent how-to-manual devoted to this essential aspect of the art of medical education. Journal of the American Board of Family Practice

• ForewordPrefaceList of ContributorsPart I: Introduction to Community-Based PreceptingChapter 1. The History and Value of PreceptorshipsChapter 2. How Do I Get Involved in Precepting?Chapter 3. Pitfalls of PreceptingPart II: Characteristics and Needs of LearnersChapter 4. What Medical Students Want and Need From a PreceptorshipChapter 5. Learning Needs of Medical Students Chapter 6. The Teaching MomentPart III: Clinical TeachingChapter 7. Learning During the PreceptorshipChapter 8. Being a Role ModelChapter 9. Integrating the Student Into the Practice Chapter 10. Orienting Medical StudentsChapter 11. Learning ContractsChapter 12. Using Goals and Objectives in Community RotationsChapter 13. SupervisionChapter 14. Teaching and Learning StylesChapter 15. Formative FeedbackChapter 16. Summative Feedback, Evaluation, and Grading StudentsChapter 17. Advising From a Preceptor's PerspectiveChapter 18. Dealing with Learners at Different LevelsChapter 19. Dealing with the Problem LearnerPart IV: Organization of the Preceptorship CurriculumChapter 20. The Ideal PreceptorshipChapter 21. Reinventing the Community-Based PreceptorshipChapter 22. Costs of Precepting and How to DecreaseChapter 23. LogisticsChapter 24. Involving Your Office Staff in TeachingPart V: Relationships to Medical Schools and Other AgenciesChapter 25. Working with Preceptorship Sponsors: Medical Schools and Clinical Departments Chapter 26. Preparing for a Site VisitChapter 27. Working with Local Hospital Administrators Chapter 28. Working with Local Hospital AdministratorsChapter 29. Preceptors in Managed Care OrganizationsPart VI: Legal and Ethical Aspects of PreceptingChapter 30. Liability Issues for PreceptorsChapter 31. Ethics of PreceptingPart VII: Faculty Benefits and ResourcesChapter 32. Support Services and Products Available for Community PreceptorsChapter 33. Electronic Communication for Community PreceptorsChapter 34. Faculty DevelopmentAppendix A. Health Care Financing Administration Rules for Student Documentation in Medicare Patients' ChartsAppendix B. Sample Preceptor-University ContractIndex

Paul M. Paulman, M.D., is a professor in the Department of Family Medicine at the University of Nebraska Medical Center. Jeffrey L. Susman, M.D., is director of the Department of Family Medicine at the University of Cincinnati. Cheryl A. Abboud, M.P.A., is an administrator in the Department of Pathology and Microbiology at the University of Nebraska Medical Center.

The editors are to be applauded for giving us an excellent how-to-manual devoted to this essential aspect of the art of medical education. Journal of the American Board of Family Practice

• ForewordPrefaceList of ContributorsPart I: Introduction to Community-Based PreceptingChapter 1. The History and Value of PreceptorshipsChapter 2. How Do I Get Involved in Precepting?Chapter 3. Pitfalls of PreceptingPart II: Characteristics and Needs of LearnersChapter 4. What Medical Students Want and Need From a PreceptorshipChapter 5. Learning Needs of Medical Students Chapter 6. The Teaching MomentPart III: Clinical TeachingChapter 7. Learning During the PreceptorshipChapter 8. Being a Role ModelChapter 9. Integrating the Student Into the Practice Chapter 10. Orienting Medical StudentsChapter 11. Learning ContractsChapter 12. Using Goals and Objectives in Community RotationsChapter 13. SupervisionChapter 14. Teaching and Learning StylesChapter 15. Formative FeedbackChapter 16. Summative Feedback, Evaluation, and Grading StudentsChapter 17. Advising From a Preceptor's PerspectiveChapter 18. Dealing with Learners at Different LevelsChapter 19. Dealing with the Problem LearnerPart IV: Organization of the Preceptorship CurriculumChapter 20. The Ideal PreceptorshipChapter 21. Reinventing the Community-Based PreceptorshipChapter 22. Costs of Precepting and How to DecreaseChapter 23. LogisticsChapter 24. Involving Your Office Staff in TeachingPart V: Relationships to Medical Schools and Other AgenciesChapter 25. Working with Preceptorship Sponsors: Medical Schools and Clinical Departments Chapter 26. Preparing for a Site VisitChapter 27. Working with Local Hospital Administrators Chapter 28. Working with Local Hospital AdministratorsChapter 29. Preceptors in Managed Care OrganizationsPart VI: Legal and Ethical Aspects of PreceptingChapter 30. Liability Issues for PreceptorsChapter 31. Ethics of PreceptingPart VII: Faculty Benefits and ResourcesChapter 32. Support Services and Products Available for Community PreceptorsChapter 33. Electronic Communication for Community PreceptorsChapter 34. Faculty DevelopmentAppendix A. Health Care Financing Administration Rules for Student Documentation in Medicare Patients' ChartsAppendix B. Sample Preceptor-University ContractIndex