AMBULATORY TEACHING LITE - LESS CLINIC TIME, MORE EDUCATIONALLY FULFILLING

Typically, the primary instructional method for ambulatory care educat ion is direct interaction between a preceptor and a learner during a p atient encounter. This paper describes instructional strategies teache rs and learners can use in ambulatory care training that can occur bef ore or after scheduled clinic hours, thus providing instruction withou t disrupting a preceptor's busy clinic. First, they describe how prece ptors and clerkship or residency-program directors can orient learners prior to their arrival at assigned sites, so that learners are better prepared to assume their patient-care responsibilities. Then they dis cuss strategies for making use of various types of conferences and ind ependent learning activities to enhance learners' clinical experiences . Conferences and independent study projects that occur before clinic hours can help learners bring a higher level of thinking and clinical sophistication to their role in the ambulatory care site; conferences and independent study activities that occur after clinic hours give le arners an opportunity to reinforce and expand on what they have learne d during clinic. In this way, learners' educational experiences are en hanced, the best use is made of preceptors' time and expertise, and cl inic efficiency is not disrupted.