title: Precepting at the time of a natural disaster.
abstract: BACKGROUND
  Natural disasters strike communities that have varied degrees of preparedness, both physical and psychological. Rural communities may be particularly vulnerable as they often do not have the infrastructure or resources to prepare in advance. The psychological impact of a natural disaster is amplified in learners who may be temporary members of the community and therefore cannot draw on personal support during the crisis. They may turn to their clinical preceptors for guidance.
  
  
  BACKGROUND
  The Slave Lake fire (population 6782) in May 2011 and the High River flood (population 12 920) in June 2013 are examples of natural disasters that have occurred in rural Alberta, Canada. At the time of these critical incidents, three medical students and one family medicine resident from the two provincial medical schools were participating in rotations in these communities.
  
  
  METHODS
  Although disasters occur rarely, there is a need for guidelines for preceptors from the learner perspective. Accordingly, using a modified Delphi approach, we captured the experiences of learners that were then refined into two themes, each containing three recommendations: considerations for action during a natural disaster and considerations for action after the acute crisis has passed. Although disasters occur rarely, there is a need for guidelines for preceptors from the learner perspective IMPLICATIONS: Our recommendations provide suggestions for practical solutions that build on the usual expectations of mentors and may benefit the student-teacher relationship at the time of a disaster and beyond. They are meant to initiate discussion regarding further study aimed towards creating recommendations for preceptor response that may cross disciplines.
authors.affiliation: Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Canada.
authors.forename: Douglas
authors.initials: D
authors.lastname: Myhre
authors.affiliation: Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Canada.
authors.forename: Sameer
authors.initials: S
authors.lastname: Bajaj
authors.affiliation: Department of Family Medicine, University of Calgary, Canada.
authors.forename: Lana
authors.initials: L
authors.lastname: Fehr
authors.affiliation: Department of Family Medicine, University of Calgary, Canada.
authors.forename: Mike
authors.initials: M
authors.lastname: Kapusta
authors.affiliation: Family Physician, High River, Alberta, Canada.
authors.forename: Kristine
authors.initials: K
authors.lastname: Woodley
authors.affiliation: Department of Emergency Medicine, University of Alberta, Canada.
authors.forename: Alim
authors.initials: A
authors.lastname: Nagji
mesh_terms: D002170:Canada; D003697:Delphi Technique; D004189:Disaster Planning / Q000458:organization & administration*; D004190:Disasters; D000068156:Formative Feedback; D006126:Group Processes; D006801:Humans; D015279:Organizational Culture; D010348:Patient Care Team / Q000458:organization & administration; D011231:Preceptorship / Q000458:organization & administration*; D017751:Safety Management / Q000458:organization & administration; D013337:Students, Medical / Q000523:psychology*