Last spring, we had the opportunity to start some conversations about the future of health professional training at the Clinician Educator Community of Practice event.

During our Listening Session in September, we continued those conversations and identified priority areas to focus on, that would have the most impact for success in the clinical learning environment.

On Tuesday, Jan. 10members of our clinical learning environment joined us for a Second Listening Session; shared best practices and pilots, and facilitated table discussions. In addition to the table discussions, Laura Beeth, System Director, Fairview Talent Acquisition and Chair of Governor’s Workforce Development Board, provided an update on workforce development and how the work is moving forward at the state level.

We would like to share takeaways from discussions at each the tables, and invite you to share ideas that will help us shape the future of this work. We also have detailed notes from each session available.


Table 1: HealthPartners Geriatrics Department

Efficient process on taking students and recruiting preceptors

In efforts to create a more meaningful and substantial clinical rotation experience for students and to avoid preceptor burnout, we need more of a structure to marry skill levels, interests, and talents between the student and the sites, allowing for creativity and exposure to different settings of Geriatrics such as Home Care, Assisted Living, Transitional Care, and Nursing Homes. It is important that preceptors be recognized and that they are provided with tools to be preceptor-ready. Personal connections for rotation requests are key to success.

Table 2: Hennepin County Medical Center – Helix Program (Longitudinal Integrated Clerkship for Medical Students

How they got this started and what they learned through the process

Hennepin County Medical Center is looking at restructuring their medical student rotations to address the desire to cultivate more meaningful relationships between the students, preceptors, and patients. The students would work with one preceptor in multiple specialties over the course of 10 months, with free time to follow patients through their course of care. The hope is that this builds resiliency, trust, and promotes valuable and honest feedback. They will need system buy-in and coordination support to advocate this work.

Table 3: Park Nicollet Urgent Care

Precepting tips and approaches that can add to your clinical site and enhance learning

Terry Larimer shared his experience and recommendations through precepting students in a complex work structure. Students might seem like a barrier, but with the right mindset, structure, and preparation, students actually help to speed up the process of care regarding notes, flow, and dictation. Sharing knowledge is important, and it is important for both preceptors and students to acknowledge that it’s okay to not know everything. Park Nicollet currently uses an activity point system; physicians can earn points by teaching, education, and volunteering that contribute to their salary. We need to think about how the metro-wide system could support what individuals like Terry are doing.

Table 4: St. Catherine University

Proposing an interprofessional model for training students for the future

There are many dynamics involved in the process of care. Students need more development and awareness around team communication and collaboration. We will need to look at how we can create the infrastructure to work as a Care Model team, come up with what team member competencies we would like students to acquire, and invest in providing opportunities for physicians to precept. A centralized approach for educating preceptors will be key in developing a more quality experience for students and preceptors.

Table 5: Fairview Health System

Developing a process to track student projects

Tanya Velishek, Academic Placement Coordinator at Fairview, is looking at how to best align project and educational needs of school partners with the needs and environment of the health system in a coordinated and systematic way. Developing a flow to track what needs to be done for each individual project will allow for more opportunities for students to become involved in each step of the process, creating an optimal learning experience. It will require constant communication and appropriate tracking across the metro systems in order to leverage the work being done.

To learn more about Community of Practice and Listening Sessions, visit our website. We also invite internal and external partners to continue the conversation online. Share your ideas via email or join us on Twitter. To join the conversation on our Slack group, please send an email to


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