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 month's spotlight is on Dr. Anthony Chuk Kae Lott, who is an oncologist at Sunnybrook Health Sciences Centre.
Anthony, what made you decide to become a preceptor, and what was that journey like?
I decided to become a preceptor because of my love for learning, the excellent mentors who shaped my career, and the impact I knew I could have on students. While we all contribute to the academic health care mission in different ways, for me, there is no greater impact than being a preceptor and helping to develop the next generation of physicians.
What is the most rewarding aspect of being a preceptor? What do you like most about this role?
Without question, the most rewarding aspect of being a preceptor is working with learners. It's a privilege to witness medicine through the eyes of a novice. What may be routine or commonplace to a seasoned physician is a student's first patient interview, their first physical exam, or their first time making a diagnosis. I love to re-live the excitement of caring for patients and to witness the growth of learners throughout a rotation. Being a preceptor is a helpful reminder of why I entered medicine in the first place.
What's the most important thing you learned from your preceptor that you've passed on to your students?
I've had many excellent mentors throughout my training, many of whom I continue to look up to, but I have fond memories of an oncologist whom I worked with during the first year of my oncology residency. While he had an encyclopedic knowledge of molecular pathways and clinical studies in his field, I had the greatest respect for his bedside manner, his ability to balance the art and science of oncology, and his profound commitment to the well-being of his patients.
One of the most important lessons he imparted is recognizing when to stop cancer treatment. Although we have come miles and miles in our understanding of cancer, there is an end to the journey for most patients with metastatic cancer. Recognizing when our treatments cause more harm than good and being able to provide a decent and peaceful passing are just as important in seeking aggressive and curative therapies for patients.
Because of this, the biggest lesson I try to impart to students is to think holistically about each patient. Ultimately, we are not the ones going through a diagnosis or treatment. Patients make a variety of choices informed by their preferences and past experiences. I encourage students to try to take on the perspective of each patient and to support patients in their decision making, even if the choice a patient ultimately makes might not be one they'd make for themselves.
What advice do you have for students? What do you wish students knew before starting their learning journey?
There's only so much you can learn from a lecture or a textbook. Our patients are our greatest teachers. Learn from as many patients as possible, analyze various clinical presentations, and observe different physicians and mentors. Reflect on each physician's practice, both the good and the bad, and how you might incorporate what you've learned in the future. Take each meeting with a patient as a learning opportunity. There is really no substitute for experience.
We don't talk openly enough about errors in health care. Mistakes happen, and this is a part of each student's learning journey. My biggest lessons have come from my errors, and so I hope that students reflect on their own mistakes, unexpected results, and difficult encounters. I think about all I have learned from these scenarios, and because of that I am constantly refining my approach to patients. We also have to recognize that physicians and health care workers are humans – we are always simply doing the very best we can.
What advice do you have for those who are interested in becoming a preceptor?
There are an abundance of teaching opportunities, and becoming a clinical preceptor is one of the simplest and most rewarding. Medical education is as integral to health care as caring for patients. Being a preceptor forces us to evaluate our practices, consolidate our knowledge, and translate it into digestible pieces. Teaching also requires regular practice and feedback. Working with learners and passing on the art of medicine is one of the most rewarding parts of my job. As teachers, we forget how impactful these encounters are in shaping identities, especially early on in training.