​​​Working in health care is a vital and rewarding profession, but the road to that very first job can be daunting. That's why the role of preceptor is such an important one. Those who have walked the path first have so much to offer to students coming up behind them, and their lessons and insights are invaluable. In fact, the wisdom preceptors impart as they guide their students, helping them learn and practice in their area of expertise, often follows those students throughout their careers.

We are highlighting the experience and contributions of preceptors by featuring a series of interviews with some of the incredible individuals who have chosen to take on this critical role. It's our way of recognizing these unsung heroes who give so much of themselves to help make our health care professionals the very best they can be. 

This preceptor spotlight focuses on Dr. Alim Pardhan, Chief, Department of Emergency Medicine at Hamilton Health Sciences and Associate Professor, Medicine, Faculty of Health Sciences at McMaster University​.​

What made you decide to become a preceptor?​ Can you share a bit about your journey to becoming a preceptor?

​Throughout residency, I enjoyed teaching in all its forms. This included teaching in the clinical setting as well as more formal teaching in large and small groups. When I finished residency, I sought out a position where I would be able to continue teaching trainees of all levels and in a variety of settings. While many hospitals now have trainees, at the time, the bulk of our trainees were at academic centres and the close affiliation with universities opened up a number of possibilities for leadership in education.

Teaching trainees of all levels continues to be one of the best parts of my job. In addition to teaching being a lot of fun, it also helps keep you current, as our students and residents are often very up-to-date on current literature. Working in our present-day health care system is a challenge. As everyone has likely read about, the health care system is under enormous strain and working in an under-resourced system can lead to burnout. Teaching can help stave off burnout and many of our ideas for improvements and new pathways have come from our trainees.

In addition to direct teaching, I also had the privilege of being the program director for one of the Emergency Medicine programs at McMaster University in Hamilton. Working closely with trainees over a long period was incredibly rewarding, as was watching them grow and develop into expert clinicians and educators themselves.

​What resources have been instrumental in supporting you as a preceptor?

​I benefited from having lots of educational mentors both when I was a trainee and subsequently as a staff physician. Mentors who took the time not only to teach me, but also to watch me teach others and provide feedback. Those same mentors have also been available to me for advice when I found that something was not working with a particular learner. Most of the educators I encountered have been generous with their time, advice, ideas and resources when we have looked at launching new ideas or programs. 

What is the approach you take with the learners you support?

​Ensuring that I know what they hope to get out of the shift, the teaching session etc. is always a place I try to start when working with a trainee. Having a sense of what they hope to do in the future often helps me tailor their experience to not only what we need from them in a shift, but also to make sure that the experience is as helpful for them as possible. 

What do you like most about this role? Can you share a memorable experience with a learner?

​Watching our trainees grow from being tentative students or new doctors to becoming expert clinicians is one of the most gratifying parts of being an educator.

An example I frequently talk about stems from a case where a junior resident was part of a resuscitation being led by a more senior resident. After the patient had been safely taken care of, the junior resident commented that she would never be skilled enough to manage a resuscitation that well. A few years later, that same resident, now a senior resident herself, managed a very similar resuscitation independently and just as skillfully. 

This development is something I have had the privilege of being a part of many times in my career and one I hope to continue having. 

What advice or words of encouragement do you have for others who may be interested in taking on this role?

Taking part in the educational development of others is worth every minute invested. Our trainees bring a lot of experience to the table and ask great questions that often help reinforce our own knowledge. Teaching can also be lots of fun in every environment. Most importantly, remember that there are many other people doing this type of work, so you are never alone. Talk to other educators about what works for them, what has not worked for them and how to keep themselves and their trainees motivated.  

If you are interested in becoming a preceptor, please reach out to your organization's human resources department.

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