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Preceptor Portal


Please complete this mandatory agreement to confirm your participation.

Preceptor Agreement

Clinical preceptors are critical to the success of this course. All VPIL student teams are placed in clinical sites for one afternoon per week throughout their first two years of professional school. The clinical site acts as an educational “home” where students become part of the clinical team. Over time, we expect students to bring value to the clinic as they progress from beginning to intermediate to advanced learners.

Still considering? Have some questions?

Let’s start at the beginning with some basics…

VPIL consists of 3 major elements

  • Summer Immersion
  • The Clinical Experience
  • The Classroom Curriculum

Interprofessional learning continues to be a growing field in healthcare education.

VPIL is an innovative educational program that selects 10 to 12 incoming students from eachdiffering profession (totaling approx. 40-48 students). They are grouped in teams of 4 and placed in clinics for a 2 year longitudinal experience.

As of right now, VPIL includes students from the following professions:

Advanced Practice Nursing – Vanderbilt University School of Nursing

Master’s-Level Social Work – The University of Tennessee College of Social Work​ and Mid-Tennessee Collaborative Master of Social Work Program at Tennessee State University 

Medicine – Vanderbilt University School of Medicine

Pharmacy – Lipscomb University College of Pharmacy

  • Meet the new student team during our orientation week (Immersion) in early July of each summer
    • We have a sort of “match day” during our Immersion week where the students are matched to the clinic that they will spend their 2 year experience with. We then send them out to each clinic to meet the staff and preceptor for a short and brief introduction.
  • Mentor the students during their clinical experience
    • ​Students spend 1 afternoon a week (Wednesdays) in clinic approximately 3-4 times per month. One time each month is usually reserved for a classroom seminar facilitated by a separate group of VPIL faculty. We anticipate approximately 20 clinic sessions each academic year (August – April).
    • Provide objective formative feedback during clinic sessions.
    • Encourage interprofessional learning by modeling respectful collaboration among professionals.
    • Promote self-directed learning.
  • Student assessments 2x year
    • We send out 2 student assessments each year; one in the fall and one in the spring. These need to be completed in order for the students to receive credit and grades in their respective home schools.
  • Finding back-up when you can not be in clinic
    • If you will be out of clinic for any reason, we ask that you find a colleague with whom the students can work with that afternoon.
    • If your clinic is going to be canceled, we ask that you contact the VPIL office ( as soon as possible so we can find an alternate clinic for your students.
  • Learning Assignments
    • Allowing the students to complete specific learning assignments that need to be completed in clinic.
      • In VPIL 1, you will help the students identify a patient for their Home Visit assignment.
      • In VPIL 2, you will help the students identify needs within your clinic to help them complete a quality improvement project.

We encourage our preceptors to design a workflow that is good for and works best in their own environment. Each clinic has it’s own unique workflow, space, and patient needs. However, there are a few things that we like to encourage our preceptors to incorporate into their VPIL afternoons:

  • Pre-brief at the beginning of clinic – this a great time to discuss the day’s patient load, patient needs, and a great time to get pumped up about the afternoon
  • Debrief at the end of clinic – this is a great time for the students to debrief about their clinical experiences, talk about some tough cases, talk about some great cases, share their profession specific perspectives, and/or an opportunity to learn from you directly.
  • We encourage homework (e.g. clinic specific topics, encouraging the students to research your patient population or the specialty of your clinic, research a specific procedure, etc.)

Important We understand that each clinic will have it’s own unique flow and routine and may not be able to accommodate both a pre-brief and debrief for each clinic day. The most important thing to remember is that the team needs space to discuss and process the day’s clinical experience. This time can either be at the beginning of clinic to discuss last weeks clinic or at the end of the clinic day.

Yes, this is a longitudinal course that takes place over a 2 year (academic) span. Our hope is that with these 2 academic years the students will foster and build trust not only with you as their preceptor but also with your clinic team/staff and the patients.

We also know things can happen and change. If something happens and you can not complete the full 2 academic years (August – April), fear not! We are always willing and ready to work with you.

  • A team must have consistent interaction with patients. At first this can be in the form of shadowing but will change as time in the clinical area and experience deepens.
  • A team needs time for either pre-brief and/or debrief for each clinical day. This time can be either preceptor driven or student driven.
  • The teams need to have the opportunity to work together. This can be as two students or more, but the students want the chance to learn and work from and with each other.
  • As time progresses, the students need the chance to apply some of their clinical knowledge. This is, of course, as they establish trust in the clinical area, but it is important they have the chance to begin working with patients and not only shadowing. This can be in the form of taking histories, vital signs, etc.
  • Download a “What to Do with VPIL Students in Clinic” pocket card

What else do the students do in the program?

We’re so glad you asked!

  • Your students will experience a robust curriculum that consists of both experiential and didactic learning.
  • Their program begins in the summer before their first semester begins with a week long intensive orientation. We call this our Immersion Week. This week is designed to better prepare them to enter your clinic. During this week, the students will:
    • meet their cohort for the first time
    • learn about group dynamics, social determinates of health, and the patient experience
    • listen to and learn from other health professionals
    • be matched with their student team and their clinic
    • visit their clinic and meet you for the first time
  • Throughout the academic year they will attend a monthly seminar.
  • They will participate in simulated patient cases in their first year (CELA).
  • They will learn skills in medication reconciliation, health coaching, quality improvement, as well as methods for patient advocacy, and be introduced to many different healthcare professions.
  • They are given specific learning assignments to be completed in clinic. Some of those assignments are:
    • Get to know your clinic
    • Through the patient’s eyes
    • Medication Reconciliation
    • A Collaborative Plan of Care and Home Visit
    • In the first year – students complete a weekly clinic reflection
    • In the second year – students complete a quality improvement project and present that project at a Capstone event