|
| Main themes | Subthemes: code |
|
| Preceptorship being exciting or rewarding | Personal motivation |
| (i) Learn |
| (ii) Build relationship with students |
| (iii) Novice to competent professionals |
| Acknowledgement and recognition by students |
|
| 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 |
|
| 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 |
|
