Preceptor Podcast

This episode explains metacognition — thinking about one’s own thinking — and why it separates easy orientees from difficult ones in precepting. It outlines metacognitive knowledge and regulation (planning, monitoring, debugging, and evaluation) and shows how preceptors can encourage these skills through questioning and reflection.

Listeners will learn practical ways to identify metacognitive needs, support orientees in developing learning plans, and use reflection to improve orientation outcomes. Next week covers study action research and mind, brain, and education science.

This episode tackles the fear of giving feedback—especially concerns about generational sensitivity—and explains why the core elements of effective feedback apply to everyone.

It offers four practical tips: prioritize frequent formative feedback, "feed forward" with future-focused guidance, be clear and concise, and write feedback down so orientee and leadership stay aligned.

This episode discusses the concept of learning styles and why they are not a valid educational concept. It challenges the belief that people learn better when taught using their preferred learning style and provides evidence that learning styles have no bearing on how well someone learns.

This episode outlines a seven-week long Preceptor Study focused on applying knowledge of human learning to precepting. It discusses the importance of pattern recognition in learning and precepting, posting questions for participants to consider and inviting further discussion on the topic. 

A synthesis of preceptor philosophies and the key themes that emerged from the study so far.

This episode provides a summary of the major concepts in precepting, with the top six takeaways for effective precepting. It covers topics such as evaluating learning methods, giving feedback, metacognitive awareness, asking questions, memory and cognitive load, and the importance of the preceptor-orientee relationship.

Review and summary of the neuromyth quiz as part of the preceptor survey, with explanations of various myths and misconceptions about how the brain works and its relation to learning and memory.

This episode explains the use of the One Minute Preceptor model and how it uses concepts like assessing for prior experience and using Socratic questioning to develop critical thinking and assess for understanding. This model can be used when precepting nurses in the clinical setting. 

The episode discusses the use of different types of questions to develop critical thinking in orientees. It covers the benefits of frequent low stakes tests, Socratic questioning, and the challenges of crafting effective questions.

The episode provides examples of how to apply cognitive load theory in precepting and orientation practices, with a focus on reducing unnecessary overload and helping learners be more effective. It covers the concepts of intrinsic and extraneous load, as well as guidelines for reducing extraneous load in precepting situations.