Evidence map›Paper›PMID 41259319›Full record

ArticlePloS one2025

Assessment of clinical medical education needs inform design of a preceptor development program in Jordan: A multi method study.

Soha Albeitawi, Mohammad Talal Al-Zubi, Anas Aljaiuossi, Murad Shatnawi, Ahlam Al-Kharabsheh, Fadi Sawaqed, Emad Aborajooh, Walid I Wadi, Randa Mahasneh, Benjamin Rowland Colton and 16 more

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Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

26 authors.

Soha AlbeitawiFaculty of Medicine, Yarmouk University, Irbid, Jordan.ORCID https://orcid.org/0000-0002-6133-0105
Mohammad Talal Al-ZubiFaculty of Medicine, Yarmouk University, Irbid, Jordan.
Anas AljaiuossiFaculty of Medicine, Yarmouk University, Irbid, Jordan.
Murad ShatnawiFaculty of Medicine, Yarmouk University, Irbid, Jordan.
Ahlam Al-KharabshehFaculty of Medicine, Mutah University, Al Karak, Jordan.ORCID https://orcid.org/0000-0002-6304-5439
Fadi SawaqedFaculty of Medicine, Mutah University, Al Karak, Jordan.
Emad AborajoohFaculty of Medicine, Mutah University, Al Karak, Jordan.
Walid I WadiFaculty of Medicine, Mutah University, Al Karak, Jordan.
Randa MahasnehFaculty of Educational Sciences, Hashemite University, Al Zarqa, Jordan.
Benjamin Rowland ColtonFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.ORCID https://orcid.org/0000-0002-9252-2740
Mohammad AlQudahFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.
Tamara KufoofFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.ORCID https://orcid.org/0000-0003-1353-1911
Fida AsaliFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.
Ahmed SheyyabFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.
Monther A GharaibehFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.
Motasem Al-LatayfehFaculty of Medicine, Hashemite University, Al Zarqa, Jordan.
Enas Al-ZayadnehSchool of Medicine, The University of Jordan, Amman, Jordan.
Eman BadranSchool of Medicine, The University of Jordan, Amman, Jordan.
Yaser M RayyanSchool of Medicine, The University of Jordan, Amman, Jordan.
Kais Al BalbissiSchool of Medicine, The University of Jordan, Amman, Jordan.
Raed Al-TaherSchool of Medicine, The University of Jordan, Amman, Jordan.
Asma BashaSchool of Medicine, The University of Jordan, Amman, Jordan.
Rola SaqanFaculty of Medicine, Jordan University of Science and Technology, Al-Ramtha, Jordan.ORCID https://orcid.org/0000-0002-5064-5638
Ashraf Omar OweisFaculty of Medicine, Jordan University of Science and Technology, Al-Ramtha, Jordan.
Wafa TaherFaculty of Medicine, Al Balqa Applied University, Al Salt, Jordan.
Shadi HamouriFaculty of Medicine, Jordan University of Science and Technology, Al-Ramtha, Jordan.ORCID https://orcid.org/0000-0002-1764-9514

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundClinical preceptors serve as vital educators, so it is essential to enhance their effectiveness by developing a competency-based development program. In this study, we explored the challenges faced by preceptors and students, and measured the educational needs of preceptors, to inform the design of a syllabus for a preceptor development program.

methodsThis was a sequential multi method study utilizing a structured questionnaire survey and focus group discussions among a representative sample of medical students in their fourth, fifth, and sixth years in addition to preceptors from the six public medical schools in Jordan.

resultsThematic analysis of focus group discussions revealed six themes: admission policy, training environment, curriculum gaps, trainers and mentorship, learners, and dissemination. The most important training needs documented by preceptors were teaching in the clinical setting, mentoring skills, simulation, assessment in the clinical setting, and providing feedback. Accordingly, a competency-based preliminary syllabus was developed.

conclusionIt is essential to enrich the skills of preceptors regularly based on a needs assessment. Further long term studies are required to investigate the effectiveness of the proposed syllabus after implementation.

Indexed as

Education, MedicalNeeds AssessmentPreceptorshipAdultClinical CompetenceCurriculumFemaleFocus GroupsHumansJordanMaleMentorsStudents, MedicalSurveys and Questionnaires

Identifiers

PMID41259319
PMCPMC12629491

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.