The Effect of a Preceptor Training Program on Respiratory Therapy Preceptors: A quasi-experimental Study

The Effect of a Preceptor Training Program on Respiratory Therapy Preceptors: A quasi-experimental Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of a Preceptor Training Program on Respiratory Therapy Preceptors: A quasi-experimental Study Rawaa Marwan Felemban, Amira Salem, Ebaa Felemban This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6586936/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background : Respiratory therapy is healthcare discipline that has been increasing in demand since its official establishment in 1947. Many universities are offering respiratory therapy programs to meet the demand for the specialty. More respiratory therapy students and interns are doing clinical rotation and learning from bedside respiratory therapy preceptors. Respiratory therapists are required to take on the role of preceptors as part of their daily workload. At this time, there are no documented literature regarding any training for respiratory therapy preceptors. Methods: A quasi-experimental single-group pre-test/post-test design was applied on a convenience sample of 38 participants. An online preceptor training program was tailored to respiratory therapy preceptors’ needs. It was developed and implemented as the intervention for the study. It was followed by assessment through knowledge tests and satisfaction surveys. Analysis focused on the Kirkpatrick evaluation model’s levels of reaction and learning. Results: The program successfully enhanced clinical teaching knowledge and confidence. The analysis shows a strong correlation between completing a preceptor training program and increased knowledge of preceptorship and clinical education. Post-intervention scores significantly improved (pre-test M=5.97, SD=2.80; post-test M=10.63, SD=2.11; p<0.001). The preceptor training program satisfies two levels of Kirkpatrick’s evaluation model: reaction and learning. The results are limited by the sampling bias and the quasi-experimental study design.Findings suggest the program successfully enhanced clinical teaching knowledge and confidence Conclusions: The online training program positively impacted RT preceptors’ knowledge and satisfaction, supporting its integration into RT clinical education programs. Respiratory therapy Preceptorship Preceptor training Clinical education Medical education Background Respiratory therapy (RT) is a healthcare profession that has grown significantly since its establishment in 1947. The increasing demand for RT services has led to the expansion of educational programs and clinical rotations for students, who are supervised by practicing respiratory therapists serving as preceptors. However, many of these preceptors have little to no formal training in clinical education, which may impact the quality of student learning [ 1 ]. Farrelly-Waters and Mehta highlighted the urgent need for formal preparation to serve effectively as clinical preceptors [ 2 ]. Similarly, Yun et al. emphasized the importance of establishing a structured preceptorship methodology that considers both preceptor and preceptee perspectives on clinical instruction [ 3 ]. A trained preceptor with knowledge of learning theory is better equipped to understand the educational needs of their trainees beyond technical competencies [ 4 ]. Preceptors who participated in preparatory educational programs demonstrated significantly higher scores in effective clinical teaching compared to those without prior training. The inconsistent implementation of preceptor training programs has been identified as a key factor contributing to inadequate preceptorship preparation [ 5 , 6 ]. While structured preceptor training programs are available in other health professions such as nursing [ 7 , 8 ] and pharmacy, the field of respiratory therapy lacks a standardized approach. This study investigates the impact of a tailored e-learning preceptor training program for RTs on their knowledge and satisfaction with the preceptorship role. Methods A quasi-experimental, single-group pre-test/post-test design was utilized in this study, which was conducted at King Faisal Specialist Hospital and Research Center in Jeddah, Saudi Arabia. A convenience sample of 38 licensed respiratory therapists (RTs) was recruited from a population of 41 bedside RTs currently serving as clinical preceptors. This sample size corresponded to a 95% confidence interval. The inclusion criteria and exclusion criteria are stated in Table 1 . The study design is presented in Table 2 . Table 1 The Inclusion and Exclusion Criteria for Study Participants Inclusion Criteria Exclusion Criteria • Licensed respiratory therapist working at KFSHRC-J • RTs assigned as preceptors to students and/or interns. • RT student and interns • Licensed RT from other than SCFHS • Licensed RT in management positions • RTs who are not assigned as preceptors to any students/interns. Table 2 Study Design: Quasi-Experimental Pre-Test/Post-Test Model Group Pre-test (O1) Intervention (X) Post-test (O2) Intervention group O1 X O2 The intervention consisted of an online preceptor training program. All interactions between RTs in KFSHRC-J and researcher including recruitment, distribution of links for questionnaires, and preceptor training program were done online either through WhatsApp or emails. Excluded personnel were excluded from the following surveys and were not sent a link to the preceptor training program. Typeform.com surveys were used to collect data from participants. The questionnaires used for data collection follows: Needs-assessment questionnaire that measured previous training for preceptorship if any and the need for a preceptorship training program. The questionnaire provided a gap analysis to address the need for a preceptor training program for respiratory therapists. It also asked the participants to indicate the importance of 14 topics to be covered in a preceptor training program from Important, somewhat important and not important. The topics are commonly covered by similar clinical education training programs. Pre-test and post-test were designed to assess the difference in preceptorship and clinical teaching knowledge prior and after participating in the preceptor training program. The same test was used in both parts and contained twelve questions covering topics included in the preceptor training program. The pre-test followed the needs assessment questionnaire while the post-test followed the end of the online preceptor training program. Results of the comparison between pre and posttest are utilized for evaluation of the program using level 2 of the Kirkpatrick model. Program Satisfaction survey consisted of 13 statements that required participants to rate on the Likert scale from 1 (strongly disagree) to 5 (strongly agree). The survey consisted of 3 factors: content, methodology of delivery and applicability of the program as well as overall satisfaction with the preceptor training program. The results from the satisfaction survey are used for measuring level 1 (reaction) of participants according to the Kirkpatrick model for evaluation. All questionnaires used in this study (needs assessment, pre-/post-knowledge test, and satisfaction survey) were developed by the researcher specifically for this study based on the literature and preceptorship learning objectives. The English versions of these questionnaires are provided as Supplementary File 1. Participants were first invited to complete an online needs-assessment survey, followed by a pre-test to assess their baseline knowledge. Upon completion of the pre-test, participants were granted access to the online training program. After engaging with the content, participants completed a post-test and a satisfaction survey. The e-Learning program components were derived from similar clinical training programs for nursing. Most programs available were only in written form. Few e-learning programs were hosted by private companies and need subscription to gain access to them. A preceptor online module for nursing in KFSHRC-J was reviewed as one of the references for this study. It is an online module accessed only through organization’s portal. It plays as PowerPoint slide show with an audio script of the slide’s content. The slides are written in a basic format with basic screen toggles (previous, next, exit). After the slide show is finished, a thank you screen is displayed requesting student to exit module. The module is followed by an evaluation survey. Thusly, the training module was developed based on the results of the needs assessment. Most materials for the program were obtained by the researcher and organized into chapters. Contents of the chapters in the preceptor training program is shown in Table 3 . Table 3 Contents of chapters in Preceptor training program Chapter 1: preceptorships: What, Who and How? - Definition of preceptee and preceptor - The importance of preceptorship - Reasons to become a preceptor - Preceptor roles and responsibilities - Attributes of successful preceptors - Expectations from preceptee - Evaluation and assessment of preceptees Chapter 2: Adult learning in clinical environment - Characteristics of adult learners - Kolb's cycle of experiential learning theory - Reflection in adult learning - Self-regulated learning - Student's needs in a clinical work environment Chapter 3: Be the best preceptor you can be! - Self-efficacy - Professionalism - Principles of effective communication - Methods of effective feedback Chapter 4: Helpful preceptor strategies and tools - Time management in a busy clinical environment - Clinical teaching tools in clinical learning environment - Workplace based assessment - Importance of self-assessment The topics for this study preceptor training programs were obtained from the results of the needs assessment questionnaire. The module consisted of four chapters and covering twenty topics and included interactive modules covering adult learning theory, preceptor roles and responsibilities, teaching strategies, and evaluation methods. After finalization, the content of the program was sent to a contracted e-Learning designer to produce, design and program it to researcher specifications. The e-Learning program is hosted on a private website owned by the researcher and has a resume function in which the participant can resume where they left off without starting over. The participants were able to reach the module from any mobile device, phones, tablet, laptops and PC. The module was made to be interactive and engaging by having games, voiceovers and attractive colors and activities. The games and activities included such matching, organizing and case scenarios are meant to test knowledge and keep participants interested in the material. Each page started with an audio voiceover and interactive interface. The participant triggers audio clips when instructed to press on certain buttons to ensure engagement and to move to the next page. All quizzes and games must be completed and cannot be skipped. Any external videos must be watched until the end so the learner can press any buttons. Each chapter reviewed learning objectives at the beginning and a summary at the end. At the end of each chapter, the participants are required to pass the knowledge check to start the next chapter. The preceptor training program was evaluated for satisfaction by the first level of Kirkpatrick model (reaction) and the second level (learning). After completing the knowledge check for the last chapter in the preceptor training program, the participant was prompted to click on a button that redirected them to the post-test. Participants answered the same questions as the pre-test to compare results and evaluate learning. Next, they were redirected to the satisfaction survey. Data were analyzed using IBM SPSS Statistics version 22 (IBM Corp., Armonk, NY, USA). Paired-sample t-tests were conducted to determine statistically significant changes in knowledge between pre- and post-test scores. The internal consistency of the satisfaction survey was assessed using Cronbach’s alpha coefficient. Ethical consideration The following ethical considerations were respected during the study: The consent of the institution represented in its Dean and Vice Deans was taken (Approval No. 341/IRB/2022) .Clinical Trial number is not applicable for this study. Participants of the study were informed about the aims of the study and were kept updated with any changes in the research. Participants had the right to withdraw from the study at any time. No influence was used on the study participants to compel them to participate in the research. Obtaining approval from the research ethics committee. All participants in the study will be given explanations about the nature of the study. Results A total of 38 respiratory therapists participated in the study and completed all phases of the intervention. The needs assessment survey shows that the majority (81%) of participating RT did not receive any preceptorship training, meanwhile only 10.5% been trained to be preceptors as shown in Table 4 . Responses to the researcher-developed questionnaires (Supplementary File 1) were analyzed using descriptive and inferential statistics. Table 4 Distribution of study population who received preceptorship training Did you receive any training to be a preceptor? Frequency Percent No 31 81.6 Somewhat 3 7.9 Yes 4 10.5 Total 38 100.0 Table 5 shows the percentage of participants willing to attend a preceptor training program if it was available. 71% indicated they are willing to attend, whilst 5% would not attend. Table 5 Distribution of study population expressing willingness to attending a preceptor training program if available) Would you attend a preceptor training program? Frequency Percent Did not answer 9 23.7 No 2 5.3 Yes 27 71.1 Total 38 100.0 Table 6 . shows that 68% of study participants agree that it should be mandatory to receive training to be able to act as a preceptor. Only one participant does not believe preceptor training should be mandatory. Table 6 Distribution of study population regarding whether it should be mandatory to receive preceptor training prior to being assigned as a preceptor Should preceptor training be mandatory? Frequency Percent No 1 2.6 Somewhat 11 28.9 Yes 26 68.4 Total 38 100.0 Table 7 . show the average preceptor training needs mean is low which 0.9316 with a standard deviation of 0.8615. The range of preceptor training needs is 2. As the mean score is less than 1 which means the overall score of respiratory therapist believes that the preceptor training needs are important. Table 7 Descriptive statistics of preceptor training needs Preceptor Training Needs Mean .9316 Std. Deviation .86152 Range 2.00 Percentiles 25 .0000 50 .6667 75 1.9500 Table 8 indicates the preferences of participants for a preceptor training program. An e-learning course was the most preferred modality of training (39.5%). Interactive workshops were preferred to advice from colleagues and supervisors. Table 8 Distribution of study population preference of training modality Preferred Training Modality Frequency Percent Did not answer 4 10.5 Advice from colleagues and supervisors 9 23.7 e-Learning course 15 39.5 Interactive Workshops (in-person/online) 10 26.3 Total 38 100.0 When asked to indicate the importance of several topics to be included in a preceptor training program, participants show mixed results as shown in Table 9 . Topics such as roles and responsibilities of preceptor and preceptee, principles of adult learning, learning needs and styles, student needs in clinical learning environment, providing feedback and communication skills were clearly important in a preceptor training program. On the other hand, most participants indicated ethics, teamwork and collaboration, inclusion and diversity, managing emotions and peer teaching as not important in a preceptor training program. Table 9 Distribution of study population preference of training topics to be included in a preceptor training program by percentage (N = 38) Preceptor Training Program Not Important Somewhat Important Important Roles and responsibilities of preceptor and preceptee 13 37 50 Basic principles of adult learning 13 39.5 47.5 Evaluation of student clinical performance 21 32 47 Providing effective feedback 10 42 48 Communication skills 13 40 47 Teaching strategies 21 31.6 47.4 Student needs in a clinical learning environment 13 42 45 Principles of student assessment 24 34 42 Learning needs and styles 26 34 40 Inclusion and diversity 40 34 26 Commitment to teaching 42 29 29 Managing emotions 43 36 21 Ethics 45 42 13 Teamwork and collaboration 48 39 13 Peer teaching 55 26 19 Participants demonstrated a statistically significant improvement in knowledge following the training program. Pre-test scores (M = 5.97, SD = 2.80) significantly increased to post-test scores (M = 10.63, SD = 2.11), t (37) = -10.465, p < 0.001 (Table 10 ). These results indicate that the training intervention had a positive effect on participants’ knowledge related to clinical preceptorship. The correlation coefficient shows that there is a significant positive relationship between test score before training and test scores after training, [r(38) = .405, p = 012] (Table 11 ). Table 10 Paired Sample t-Test Results for Pre- and Post-Training Knowledge Scores (n = 38) Measure Pre-test Post-test Mean (SD) 5.97 (± 2.80) 10.63 (± 2.11) t(df), p-value t(37) = -10.465 p < 0.001 Table 11 Paired Samples Correlations Paired Samples Correlations N Correlation Sig. pre & post 38 .405 .012 The satisfaction survey consisted of 13 items and demonstrated excellent internal consistency, with a Cronbach’s alpha of 0.984 (Table 12 ). This high reliability reflects strong agreement among participants regarding the content, delivery, and applicability of the training. Table 12 Reliability of the Satisfaction Survey (Cronbach’s Alpha, n = 13 items) Measure Value Cronbach’s alpha 0.984 Participants expressed strong approval of the e-learning format and supported the idea that preceptor training should be mandatory prior to assuming the role. Overall satisfaction with the training program was high, with a mean satisfaction score of 4.50 out of 5 (Table 13 ). Table 13 Descriptive Statistics for Overall Satisfaction with the Training Program Mean 4.50 Mode 5 Standard deviation 1.088 Range 4 Minimum 1 Maximum 5 Discussion The results align with existing literature in nursing and other healthcare professions, which emphasize the benefits of formalized preceptor training [ 8 ]. This study addresses a gap in RT education by providing evidence that a structured, interactive training program can enhance preceptor knowledge and confidence. The Kirkpatrick evaluation model was effectively applied, demonstrating positive outcomes at both the reaction and learning levels. Despite these promising findings, the study is limited by its quasi-experimental design and small sample size. Future research should explore long-term behavioral changes and clinical outcomes associated with preceptorship. This study offers valuable insight into the impact of training on RT preceptors. The data suggest a clear, unmet need for structured preceptor training in clinical practice. It reflects both the current knowledge base and the expressed need for further development in clinical education. The analysis supports the hypothesis that there is a significant correlation between receiving preceptor training and increased knowledge of clinical teaching and preceptorship. Preceptors who received training scored significantly higher on post-training assessments compared to pre-training scores. Consistent with the findings of McClure and Black, this study shows that many preceptors lack formal training yet express a willingness to receive it [ 9 ]. Most participants had not received any preceptorship training despite being responsible for clinical teaching [ 1 ]. In line with recommendations by Innocentia et al., participants advocated for mandatory preceptor training prior to assuming the role, to prevent unpreparedness and ensure competence in clinical education [ 10 ]. These results are reflective of broader literature that identifies a general lack of preparedness among preceptors in high-demand clinical environments. The study reinforces the urgent need for comprehensive training across healthcare professions, including nursing, pharmacy, medicine, and respiratory therapy [ 15 , 17 ]. Participants expressed strong interest in formal training, evidenced by their willingness to attend sessions and their agreement that training should be mandatory prior to precepting students or trainees. Regarding preferred methods of delivery, Darcy emphasized the importance of interaction to improve student engagement, a theme echoed in this study’s findings [ 11 ]. Participants favored interactive workshops—either in-person or online—over informal advice from colleagues or supervisors. E-learning was identified as the most preferred method due to its flexibility, allowing participants to complete training at their own pace. This supports findings by Tan et al., who suggested that flexible learning options increase accessibility and completion rates [ 12 ]. Participants were satisfied with the delivery method, reinforcing the need for accessible, user-friendly training formats that encourage completion even outside of working hours. This, in turn, would lead to more preceptors being adequately prepared for clinical teaching responsibilities. Overall, preceptor training programs must be tailored to both the needs of the preceptors and the specific demands of the clinical learning environment [ 16 ]. A structured, well-defined curriculum covering essential topics—from roles and responsibilities to teaching strategies and evaluation methods—is considered vital [ 13 ]. In this study, the training content was primarily adapted from a needs-assessment survey, which revealed a broader and more in-depth range of topics than those covered in a comparable nursing preceptor module at the same institution. While the nursing module addressed only basic topics, the RT program incorporated advanced strategies and tools for clinical teaching, as well as foundational topics such as adult learning theory. This study supports findings by Omer et al., who demonstrated that preceptor training significantly improves test scores and overall satisfaction [ 14 ]. Results from this study also confirm that the training program satisfied at least two levels of the Kirkpatrick model: participant satisfaction (reaction) and knowledge acquisition (learning). Conclusions This study supports the integration of structured preceptor training programs in respiratory therapy education. The significant increase in knowledge and positive satisfaction ratings suggest that e-learning modules tailored to preceptor needs can be both effective and well-received. As demand for RT professionals continues to grow, equipping preceptors with appropriate training will be essential to ensure high-quality clinical education. Declarations Ethics approval and consent to participate Ethical approval for this study was obtained from the Research Ethics Committee of Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia (Approval No. 341/IRB/2022). All participants were informed about the study’s objectives and procedures and provided voluntary informed consent prior to participation. Data were collected anonymously and stored securely on password-protected systems accessible only to the research team. This study was conducted in accordance with the ethical standards of the institutional research committee and with the 2013 revision of the Declaration of Helsinki. Consent for publication Not applicable, as the manuscript does not contain any identifiable individual data. Availability of data and materials The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request. Competing interests The author declares no competing interests. Funding This research received no external funding. Authors’ contributions Rawaa Felemban conceptualized and designed the study, conducted the intervention and data analysis, and drafted the manuscript. Amira Salem and Ebaa Felemban provided supervision, guidance, and critical revisions of the manuscript. All authors read and approved the final version of the manuscript. Acknowledgements The authors thank the participating respiratory therapists at King Faisal Specialist Hospital and Research Center, Jeddah, for their valuable time and engagement. The authors also acknowledge the support and guidance of Dr. Amira Salem and Dr. Ebaa Felemban throughout the research process. References Rye J, Boone EL. Respiratory therapists as clinical preceptors: a review. Respir Care Educ Annu. 2009;18:1–7. Farrelly-Waters K, Mehta K. Developing clinical teaching skills: the preceptor’s role in healthcare education. Med Educ. 2022;56(3):245–52. Yun H, Kim D, Park J. Perceptions of preceptorship: establishing a systemic methodology. Nurse Educ Today. 2022;109:105248. Sanford PG, Tipton PH. The role of theory in preceptor development. J Nurs Educ Pract. 2016;6(3):67–72. Gholizadeh L, Delkhosh M, Ghanei Gheshlagh R, Jafarabadi MA, Mohammadi E. The effectiveness of preceptor training programs: a systematic review. BMC Med Educ. 2022;22(1):125. Al-Rawajfah OM, Alshraifeen A, Alnuaimi K, Al-Ghabeesh SH, Alzoubi F, Hayajneh FA. Clinical preceptorship in nursing education: challenges and strategies. Nurse Educ Today. 2022;109:105263. Al-Hussami M, Saleh MYN, Darawad M, Alramly M. Evaluating the effectiveness of a clinical preceptorship program for registered nurses in Jordan. J Contin Educ Nurs. 2011;42(12):569–76. Sedgwick M, Harris S. A critique of preceptorship in nursing education: from institutional control to professional development. Nurse Educ Today. 2012;32(6):722–6. McClure E, Black L. Attitudes toward preceptorship and preceptor training among health professionals. J Allied Health. 2013;42(4):e75–80. Innocentia N, Mulaudzi FM, Peu D. Strengthening clinical preceptorship: lessons from developing countries. Nurse Educ Pract. 2021;53:103042. Darcy L. Enhancing engagement through interactive preceptorship training. J Nurs Educ Pract. 2020;10(4):33–40. Tan GM, Tan TH, Tan LL, Koh YL. Flexibility in e-learning: impact on training participation. Med Teach. 2011;33(5):e195–200. Allan H, Traynor M. Building a structured curriculum for preceptor education. Nurse Educ Today. 2022;114:105409. Omer T, Suliman W, Moola S. Roles and experiences of preceptors in clinical nursing education: a systematic review. J Nurs Educ Pract. 2016;6(2):42–56. Carelli KV, Gatiba PN, Thompson LS. Tax incentives for preceptors of nurse practitioner students in Massachusetts: a potential solution. J Am Assoc Nurse Pract. 2019;31(8):462–7. Allan H, Traynor M. Preceptorship: what works? an integrative literature review. Centre for Critical Research in Nursing, Middlesex University; 2022. Available from: http://www.mdx.ac.uk/ourresearch/centres/centre-forcritical-research-in-nursingand- Park S, Lebovitz L, Pincus KJ. Addressing preceptor shortages with a novel structure of blended ambulatory care rotations. Curr Pharm Teach Learn. 2019;11(12):1248–53. Additional Declarations No competing interests reported. Supplementary Files SupplementaryFile1.StudyQuestionnairesEnglishVersion.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Study","fulltext":[{"header":"Background","content":"\u003cp\u003eRespiratory therapy (RT) is a healthcare profession that has grown significantly since its establishment in 1947. The increasing demand for RT services has led to the expansion of educational programs and clinical rotations for students, who are supervised by practicing respiratory therapists serving as preceptors. However, many of these preceptors have little to no formal training in clinical education, which may impact the quality of student learning [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Farrelly-Waters and Mehta highlighted the urgent need for formal preparation to serve effectively as clinical preceptors [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Similarly, Yun et al. emphasized the importance of establishing a structured preceptorship methodology that considers both preceptor and preceptee perspectives on clinical instruction [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. A trained preceptor with knowledge of learning theory is better equipped to understand the educational needs of their trainees beyond technical competencies [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Preceptors who participated in preparatory educational programs demonstrated significantly higher scores in effective clinical teaching compared to those without prior training. The inconsistent implementation of preceptor training programs has been identified as a key factor contributing to inadequate preceptorship preparation [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. While structured preceptor training programs are available in other health professions such as nursing [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] and pharmacy, the field of respiratory therapy lacks a standardized approach.\u003c/p\u003e\u003cp\u003eThis study investigates the impact of a tailored e-learning preceptor training program for RTs on their knowledge and satisfaction with the preceptorship role.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eA quasi-experimental, single-group pre-test/post-test design was utilized in this study, which was conducted at King Faisal Specialist Hospital and Research Center in Jeddah, Saudi Arabia. A convenience sample of 38 licensed respiratory therapists (RTs) was recruited from a population of 41 bedside RTs currently serving as clinical preceptors. This sample size corresponded to a 95% confidence interval. The inclusion criteria and exclusion criteria are stated in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. The study design is presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe Inclusion and Exclusion Criteria for Study Participants\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInclusion Criteria\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExclusion Criteria\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Licensed respiratory therapist working at KFSHRC-J\u003c/p\u003e\u003cp\u003e\u0026bull; RTs assigned as preceptors to students and/or interns.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026bull; RT student and interns\u003c/p\u003e\u003cp\u003e\u0026bull; Licensed RT from other than SCFHS\u003c/p\u003e\u003cp\u003e\u0026bull; Licensed RT in management positions\u003c/p\u003e\u003cp\u003e\u0026bull; RTs who are not assigned as preceptors to any students/interns.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStudy Design: Quasi-Experimental Pre-Test/Post-Test Model\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test (O1)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIntervention (X)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePost-test (O2)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIntervention group\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eO1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eO2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe intervention consisted of an online preceptor training program. All interactions between RTs in KFSHRC-J and researcher including recruitment, distribution of links for questionnaires, and preceptor training program were done online either through WhatsApp or emails. Excluded personnel were excluded from the following surveys and were not sent a link to the preceptor training program. Typeform.com surveys were used to collect data from participants. The questionnaires used for data collection follows:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eNeeds-assessment questionnaire that measured previous training for preceptorship if any and the need for a preceptorship training program. The questionnaire provided a gap analysis to address the need for a preceptor training program for respiratory therapists. It also asked the participants to indicate the importance of 14 topics to be covered in a preceptor training program from Important, somewhat important and not important. The topics are commonly covered by similar clinical education training programs.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003ePre-test and post-test were designed to assess the difference in preceptorship and clinical teaching knowledge prior and after participating in the preceptor training program. The same test was used in both parts and contained twelve questions covering topics included in the preceptor training program. The pre-test followed the needs assessment questionnaire while the post-test followed the end of the online preceptor training program. Results of the comparison between pre and posttest are utilized for evaluation of the program using level 2 of the Kirkpatrick model.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eProgram Satisfaction survey consisted of 13 statements that required participants to rate on the Likert scale from 1 (strongly disagree) to 5 (strongly agree). The survey consisted of 3 factors: content, methodology of delivery and applicability of the program as well as overall satisfaction with the preceptor training program. The results from the satisfaction survey are used for measuring level 1 (reaction) of participants according to the Kirkpatrick model for evaluation.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eAll questionnaires used in this study (needs assessment, pre-/post-knowledge test, and satisfaction survey) were developed by the researcher specifically for this study based on the literature and preceptorship learning objectives. The English versions of these questionnaires are provided as Supplementary File 1.\u003c/p\u003e\u003cp\u003eParticipants were first invited to complete an online needs-assessment survey, followed by a pre-test to assess their baseline knowledge. Upon completion of the pre-test, participants were granted access to the online training program. After engaging with the content, participants completed a post-test and a satisfaction survey. The e-Learning program components were derived from similar clinical training programs for nursing. Most programs available were only in written form. Few e-learning programs were hosted by private companies and need subscription to gain access to them. A preceptor online module for nursing in KFSHRC-J was reviewed as one of the references for this study. It is an online module accessed only through organization\u0026rsquo;s portal. It plays as PowerPoint slide show with an audio script of the slide\u0026rsquo;s content. The slides are written in a basic format with basic screen toggles (previous, next, exit). After the slide show is finished, a thank you screen is displayed requesting student to exit module. The module is followed by an evaluation survey.\u003c/p\u003e\u003cp\u003eThusly, the training module was developed based on the results of the needs assessment. Most materials for the program were obtained by the researcher and organized into chapters. Contents of the chapters in the preceptor training program is shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eContents of chapters in Preceptor training program\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"1\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChapter\u0026nbsp;1: preceptorships: What, Who and How?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e- Definition of preceptee and preceptor\u003c/p\u003e\u003cp\u003e- The importance of preceptorship\u003c/p\u003e\u003cp\u003e- Reasons to become a preceptor\u003c/p\u003e\u003cp\u003e- Preceptor roles and responsibilities\u003c/p\u003e\u003cp\u003e- Attributes of successful preceptors\u003c/p\u003e\u003cp\u003e- Expectations from preceptee\u003c/p\u003e\u003cp\u003e- Evaluation and assessment of preceptees\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChapter\u0026nbsp;2: Adult learning in clinical environment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e- Characteristics of adult learners\u003c/p\u003e\u003cp\u003e- Kolb's cycle of experiential learning theory\u003c/p\u003e\u003cp\u003e- Reflection in adult learning\u003c/p\u003e\u003cp\u003e- Self-regulated learning\u003c/p\u003e\u003cp\u003e- Student's needs in a clinical work environment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChapter\u0026nbsp;3: Be the best preceptor you can be!\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e- Self-efficacy\u003c/p\u003e\u003cp\u003e- Professionalism\u003c/p\u003e\u003cp\u003e- Principles of effective communication\u003c/p\u003e\u003cp\u003e- Methods of effective feedback\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eChapter\u0026nbsp;4: Helpful preceptor strategies and tools\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e- Time management in a busy clinical environment\u003c/p\u003e\u003cp\u003e- Clinical teaching tools in clinical learning environment\u003c/p\u003e\u003cp\u003e- Workplace based assessment\u003c/p\u003e\u003cp\u003e- Importance of self-assessment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe topics for this study preceptor training programs were obtained from the results of the needs assessment questionnaire. The module consisted of four chapters and covering twenty topics and included interactive modules covering adult learning theory, preceptor roles and responsibilities, teaching strategies, and evaluation methods. After finalization, the content of the program was sent to a contracted e-Learning designer to produce, design and program it to researcher specifications.\u003c/p\u003e\u003cp\u003eThe e-Learning program is hosted on a private website owned by the researcher and has a resume function in which the participant can resume where they left off without starting over. The participants were able to reach the module from any mobile device, phones, tablet, laptops and PC. The module was made to be interactive and engaging by having games, voiceovers and attractive colors and activities. The games and activities included such matching, organizing and case scenarios are meant to test knowledge and keep participants interested in the material. Each page started with an audio voiceover and interactive interface. The participant triggers audio clips when instructed to press on certain buttons to ensure engagement and to move to the next page. All quizzes and games must be completed and cannot be skipped. Any external videos must be watched until the end so the learner can press any buttons.\u003c/p\u003e\u003cp\u003eEach chapter reviewed learning objectives at the beginning and a summary at the end. At the end of each chapter, the participants are required to pass the knowledge check to start the next chapter.\u003c/p\u003e\u003cp\u003eThe preceptor training program was evaluated for satisfaction by the first level of Kirkpatrick model (reaction) and the second level (learning). After completing the knowledge check for the last chapter in the preceptor training program, the participant was prompted to click on a button that redirected them to the post-test. Participants answered the same questions as the pre-test to compare results and evaluate learning. Next, they were redirected to the satisfaction survey.\u003c/p\u003e\u003cp\u003eData were analyzed using IBM SPSS Statistics version 22 (IBM Corp., Armonk, NY, USA). Paired-sample t-tests were conducted to determine statistically significant changes in knowledge between pre- and post-test scores. The internal consistency of the satisfaction survey was assessed using Cronbach\u0026rsquo;s alpha coefficient.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eEthical consideration\u003c/h2\u003e\u003cp\u003eThe following ethical considerations were respected during the study:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eThe consent of the institution represented in its Dean and Vice Deans was taken (Approval No. 341/IRB/2022) .Clinical Trial number is not applicable for this study.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eParticipants of the study were informed about the aims of the study and were kept updated with any changes in the research.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eParticipants had the right to withdraw from the study at any time.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eNo influence was used on the study participants to compel them to participate in the research.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eObtaining approval from the research ethics committee.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAll participants in the study will be given explanations about the nature of the study.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 38 respiratory therapists participated in the study and completed all phases of the intervention. The needs assessment survey shows that the majority (81%) of participating RT did not receive any preceptorship training, meanwhile only 10.5% been trained to be preceptors as shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. Responses to the researcher-developed questionnaires (Supplementary File 1) were analyzed using descriptive and inferential statistics.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of study population who received preceptorship training\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eDid you receive any training to be a preceptor?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercent\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e81.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSomewhat\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e7.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e10.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e100.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows the percentage of participants willing to attend a preceptor training program if it was available. 71% indicated they are willing to attend, whilst 5% would not attend.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of study population expressing willingness to attending a preceptor training program if available)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eWould you attend a preceptor training program?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c5\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDid not answer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e23.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c5\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e5.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c5\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e71.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c5\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e100.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c5\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. shows that 68% of study participants agree that it should be mandatory to receive training to be able to act as a preceptor. Only one participant does not believe preceptor training should be mandatory.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of study population regarding whether it should be mandatory to receive preceptor training prior to being assigned as a preceptor\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eShould preceptor training be mandatory?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercent\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSomewhat\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e28.9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e68.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e100.0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e. show the average preceptor training needs mean is low which 0.9316 with a standard deviation of 0.8615. The range of preceptor training needs is 2. As the mean score is less than 1 which means the overall score of respiratory therapist believes that the preceptor training needs are important.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive statistics of preceptor training needs\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003ePreceptor Training Needs\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.9316\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eStd. Deviation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.86152\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eRange\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003ePercentiles\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.0000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.6667\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1.9500\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e indicates the preferences of participants for a preceptor training program. An e-learning course was the most preferred modality of training (39.5%). Interactive workshops were preferred to advice from colleagues and supervisors.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of study population preference of training modality\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003ePreferred Training Modality\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"1\" nameend=\"c6\" namest=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003ePercent\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDid not answer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e10.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAdvice from colleagues and supervisors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e23.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ee-Learning course\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e39.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInteractive Workshops (in-person/online)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e26.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e100.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWhen asked to indicate the importance of several topics to be included in a preceptor training program, participants show mixed results as shown in Table \u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e. Topics such as roles and responsibilities of preceptor and preceptee, principles of adult learning, learning needs and styles, student needs in clinical learning environment, providing feedback and communication skills were clearly important in a preceptor training program. On the other hand, most participants indicated ethics, teamwork and collaboration, inclusion and diversity, managing emotions and peer teaching as not important in a preceptor training program.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of study population preference of training topics to be included in a preceptor training program by percentage (N\u0026thinsp;=\u0026thinsp;38)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePreceptor Training Program\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNot Important\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eSomewhat Important\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eImportant\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRoles and responsibilities of preceptor and preceptee\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBasic principles of adult learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e39.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e47.5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEvaluation of student clinical performance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eProviding effective feedback\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e48\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommunication skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeaching strategies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e31.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e47.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudent needs in a clinical learning environment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePrinciples of student assessment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLearning needs and styles\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInclusion and diversity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommitment to teaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManaging emotions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEthics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeamwork and collaboration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePeer teaching\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipants demonstrated a statistically significant improvement in knowledge following the training program. Pre-test scores (M\u0026thinsp;=\u0026thinsp;5.97, SD\u0026thinsp;=\u0026thinsp;2.80) significantly increased to post-test scores (M\u0026thinsp;=\u0026thinsp;10.63, SD\u0026thinsp;=\u0026thinsp;2.11), \u003cem\u003et\u003c/em\u003e(37) = -10.465, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001 (Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e). These results indicate that the training intervention had a positive effect on participants\u0026rsquo; knowledge related to clinical preceptorship. The correlation coefficient shows that there is a significant positive relationship between test score before training and test scores after training, [r(38)\u0026thinsp;=\u0026thinsp;.405, p\u0026thinsp;=\u0026thinsp;012] (Table \u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e11\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Sample t-Test Results for Pre- and Post-Training Knowledge Scores (n\u0026thinsp;=\u0026thinsp;38)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMeasure\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMean (SD)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5.97 (\u0026plusmn;\u0026thinsp;2.80)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e10.63 (\u0026plusmn;\u0026thinsp;2.11)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003et(df), p-value\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003et(37) = -10.465\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Samples Correlations\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003ePaired Samples Correlations\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCorrelation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003epre \u0026amp; post\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.405\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.012\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe satisfaction survey consisted of 13 items and demonstrated excellent internal consistency, with a Cronbach\u0026rsquo;s alpha of 0.984 (Table\u0026nbsp;\u003cspan refid=\"Tab12\" class=\"InternalRef\"\u003e12\u003c/span\u003e). This high reliability reflects strong agreement among participants regarding the content, delivery, and applicability of the training.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab12\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eReliability of the Satisfaction Survey (Cronbach\u0026rsquo;s Alpha, n\u0026thinsp;=\u0026thinsp;13 items)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMeasure\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eValue\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCronbach\u0026rsquo;s alpha\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.984\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipants expressed strong approval of the e-learning format and supported the idea that preceptor training should be mandatory prior to assuming the role. Overall satisfaction with the training program was high, with a mean satisfaction score of 4.50 out of 5 (Table\u0026nbsp;\u003cspan refid=\"Tab13\" class=\"InternalRef\"\u003e13\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab13\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 13\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive Statistics for Overall Satisfaction with the Training Program\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4.50\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMode\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStandard deviation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1.088\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRange\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMinimum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMaximum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe results align with existing literature in nursing and other healthcare professions, which emphasize the benefits of formalized preceptor training [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This study addresses a gap in RT education by providing evidence that a structured, interactive training program can enhance preceptor knowledge and confidence. The Kirkpatrick evaluation model was effectively applied, demonstrating positive outcomes at both the reaction and learning levels. Despite these promising findings, the study is limited by its quasi-experimental design and small sample size. Future research should explore long-term behavioral changes and clinical outcomes associated with preceptorship.\u003c/p\u003e\u003cp\u003eThis study offers valuable insight into the impact of training on RT preceptors. The data suggest a clear, unmet need for structured preceptor training in clinical practice. It reflects both the current knowledge base and the expressed need for further development in clinical education. The analysis supports the hypothesis that there is a significant correlation between receiving preceptor training and increased knowledge of clinical teaching and preceptorship. Preceptors who received training scored significantly higher on post-training assessments compared to pre-training scores.\u003c/p\u003e\u003cp\u003eConsistent with the findings of McClure and Black, this study shows that many preceptors lack formal training yet express a willingness to receive it [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Most participants had not received any preceptorship training despite being responsible for clinical teaching [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. In line with recommendations by Innocentia et al., participants advocated for mandatory preceptor training prior to assuming the role, to prevent unpreparedness and ensure competence in clinical education [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. These results are reflective of broader literature that identifies a general lack of preparedness among preceptors in high-demand clinical environments. The study reinforces the urgent need for comprehensive training across healthcare professions, including nursing, pharmacy, medicine, and respiratory therapy [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Participants expressed strong interest in formal training, evidenced by their willingness to attend sessions and their agreement that training should be mandatory prior to precepting students or trainees.\u003c/p\u003e\u003cp\u003eRegarding preferred methods of delivery, Darcy emphasized the importance of interaction to improve student engagement, a theme echoed in this study\u0026rsquo;s findings [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Participants favored interactive workshops\u0026mdash;either in-person or online\u0026mdash;over informal advice from colleagues or supervisors. E-learning was identified as the most preferred method due to its flexibility, allowing participants to complete training at their own pace. This supports findings by Tan et al., who suggested that flexible learning options increase accessibility and completion rates [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Participants were satisfied with the delivery method, reinforcing the need for accessible, user-friendly training formats that encourage completion even outside of working hours. This, in turn, would lead to more preceptors being adequately prepared for clinical teaching responsibilities.\u003c/p\u003e\u003cp\u003eOverall, preceptor training programs must be tailored to both the needs of the preceptors and the specific demands of the clinical learning environment [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. A structured, well-defined curriculum covering essential topics\u0026mdash;from roles and responsibilities to teaching strategies and evaluation methods\u0026mdash;is considered vital [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. In this study, the training content was primarily adapted from a needs-assessment survey, which revealed a broader and more in-depth range of topics than those covered in a comparable nursing preceptor module at the same institution. While the nursing module addressed only basic topics, the RT program incorporated advanced strategies and tools for clinical teaching, as well as foundational topics such as adult learning theory.\u003c/p\u003e\u003cp\u003eThis study supports findings by Omer et al., who demonstrated that preceptor training significantly improves test scores and overall satisfaction [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Results from this study also confirm that the training program satisfied at least two levels of the Kirkpatrick model: participant satisfaction (reaction) and knowledge acquisition (learning).\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study supports the integration of structured preceptor training programs in respiratory therapy education. The significant increase in knowledge and positive satisfaction ratings suggest that e-learning modules tailored to preceptor needs can be both effective and well-received. As demand for RT professionals continues to grow, equipping preceptors with appropriate training will be essential to ensure high-quality clinical education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Ethical approval for this study was obtained from the Research Ethics Committee of Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia (Approval No. 341/IRB/2022). All participants were informed about the study’s objectives and procedures and provided voluntary informed consent prior to participation. Data were collected anonymously and stored securely on password-protected systems accessible only to the research team. This study was conducted in accordance with the ethical standards of the institutional research committee and with the 2013 revision of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Not applicable, as the manuscript does not contain any identifiable individual data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The author declares no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;This research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors’ contributions\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Rawaa Felemban conceptualized and designed the study, conducted the intervention and data analysis, and drafted the manuscript. Amira Salem and Ebaa Felemban provided supervision, guidance, and critical revisions of the manuscript. All authors read and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The authors thank the participating respiratory therapists at King Faisal Specialist Hospital and Research Center, Jeddah, for their valuable time and engagement. The authors also acknowledge the support and guidance of Dr. Amira Salem and Dr. Ebaa Felemban throughout the research process.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eRye J, Boone EL. Respiratory therapists as clinical preceptors: a review. Respir Care Educ Annu. 2009;18:1\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFarrelly-Waters K, Mehta K. Developing clinical teaching skills: the preceptor\u0026rsquo;s role in healthcare education. Med Educ. 2022;56(3):245\u0026ndash;52.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYun H, Kim D, Park J. Perceptions of preceptorship: establishing a systemic methodology. Nurse Educ Today. 2022;109:105248.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSanford PG, Tipton PH. The role of theory in preceptor development. J Nurs Educ Pract. 2016;6(3):67\u0026ndash;72.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGholizadeh L, Delkhosh M, Ghanei Gheshlagh R, Jafarabadi MA, Mohammadi E. The effectiveness of preceptor training programs: a systematic review. BMC Med Educ. 2022;22(1):125.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAl-Rawajfah OM, Alshraifeen A, Alnuaimi K, Al-Ghabeesh SH, Alzoubi F, Hayajneh FA. Clinical preceptorship in nursing education: challenges and strategies. Nurse Educ Today. 2022;109:105263.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAl-Hussami M, Saleh MYN, Darawad M, Alramly M. Evaluating the effectiveness of a clinical preceptorship program for registered nurses in Jordan. J Contin Educ Nurs. 2011;42(12):569\u0026ndash;76.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSedgwick M, Harris S. A critique of preceptorship in nursing education: from institutional control to professional development. Nurse Educ Today. 2012;32(6):722\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMcClure E, Black L. Attitudes toward preceptorship and preceptor training among health professionals. J Allied Health. 2013;42(4):e75\u0026ndash;80.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eInnocentia N, Mulaudzi FM, Peu D. Strengthening clinical preceptorship: lessons from developing countries. Nurse Educ Pract. 2021;53:103042.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDarcy L. Enhancing engagement through interactive preceptorship training. J Nurs Educ Pract. 2020;10(4):33\u0026ndash;40.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTan GM, Tan TH, Tan LL, Koh YL. Flexibility in e-learning: impact on training participation. Med Teach. 2011;33(5):e195\u0026ndash;200.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAllan H, Traynor M. Building a structured curriculum for preceptor education. Nurse Educ Today. 2022;114:105409.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eOmer T, Suliman W, Moola S. Roles and experiences of preceptors in clinical nursing education: a systematic review. J Nurs Educ Pract. 2016;6(2):42\u0026ndash;56.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCarelli KV, Gatiba PN, Thompson LS. Tax incentives for preceptors of nurse practitioner students in Massachusetts: a potential solution. J Am Assoc Nurse Pract. 2019;31(8):462\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAllan H, Traynor M. Preceptorship: what works? an integrative literature review. Centre for Critical Research in Nursing, Middlesex University; 2022. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.mdx.ac.uk/ourresearch/centres/centre-forcritical-research-in-nursingand-\u003c/span\u003e\u003cspan address=\"http://www.mdx.ac.uk/ourresearch/centres/centre-forcritical-research-in-nursingand-\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePark S, Lebovitz L, Pincus KJ. Addressing preceptor shortages with a novel structure of blended ambulatory care rotations. Curr Pharm Teach Learn. 2019;11(12):1248\u0026ndash;53.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Respiratory therapy, Preceptorship, Preceptor training, Clinical education, Medical education","lastPublishedDoi":"10.21203/rs.3.rs-6586936/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6586936/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: Respiratory therapy is healthcare discipline that has been increasing in demand since its official establishment in 1947. Many universities are offering respiratory therapy programs to meet the demand for the specialty. More respiratory therapy students and interns are doing clinical rotation and learning from bedside respiratory therapy preceptors. Respiratory therapists are required to take on the role of preceptors as part of their daily workload. At this time, there are no documented literature regarding any training for respiratory therapy preceptors.\u003cbr\u003e\n\u003cstrong\u003eMethods:\u003c/strong\u003e A quasi-experimental single-group pre-test/post-test design was applied on a convenience sample of 38 participants. An online preceptor training program was tailored to respiratory therapy preceptors’ needs. It was developed and implemented as the intervention for the study. It was followed by assessment through knowledge tests and satisfaction surveys. Analysis focused on the Kirkpatrick evaluation model’s levels of reaction and learning.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e The program successfully enhanced clinical teaching knowledge and confidence.\u003c/p\u003e\n\u003cp\u003eThe analysis shows a strong correlation between completing a preceptor training program and increased knowledge of preceptorship and clinical education. Post-intervention scores significantly improved (pre-test M=5.97, SD=2.80; post-test M=10.63, SD=2.11; p\u0026lt;0.001). \u0026nbsp;The preceptor training program satisfies two levels of Kirkpatrick’s evaluation model: reaction and learning. The results are limited by the sampling bias and the quasi-experimental study design.Findings suggest the program successfully enhanced clinical teaching knowledge and confidence\u003cbr\u003e\n \u003cstrong\u003eConclusions:\u003c/strong\u003e The online training program positively impacted RT preceptors’ knowledge and satisfaction, supporting its integration into RT clinical education programs.\u003c/p\u003e","manuscriptTitle":"The Effect of a Preceptor Training Program on Respiratory Therapy Preceptors: A quasi-experimental Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-21 18:04:53","doi":"10.21203/rs.3.rs-6586936/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d081ff0f-97d3-4d35-b4aa-ea91f3fb95d8","owner":[],"postedDate":"November 21st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-15T10:39:57+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-21 18:04:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6586936","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6586936","identity":"rs-6586936","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}