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Objectives Our study explored community preceptors’ perceptions of their teaching role, to better understand effective ambulatory and community-based teaching. Methods Bandura’s social cognitive theory and Schön’s notion of reflective practice guided conceptual development of an interview exploring preceptors’ views of their role, teaching goals, teaching techniques, student assessment practices, factors affecting teaching and learning, and balance of patient and student needs. Preceptors reflected also on a significant personal teaching experience. A total of 17 highly student-rated preceptors participated. A trained interviewer conducted each interview; all were transcribed and subjected to content analysis. Results Preceptors (male, 14; female, 3) described learner-centred approaches, setting goals jointly with the student. Demonstration, guided practice, observation and feedback were integral to the experience. Preceptors saw student comfort in the environment as key to effective learning; they attempted to maximize students’ learning and breadth of experience. They wanted students to understand content, ‘know-how’ and ‘being a family physician’. Patients remained the primary responsibility, but learners’ needs were viewed as compatible with that responsibility. Many preceptors perceived a professional responsibility as ‘role models’. Conclusions Preceptors recognized the dynamic environment in which they taught students, and they described strategies which demonstrated how they adapted their teaching to meet the needs of the learner in that environment. These teachers combined learner-centred approaches with sound educational practices, broad learning experiences, attention to student learning and concern for development of professional expertise and judgement. These findings may assist faculty development in family medicine, and other disciplines, in providing effective ambulatory care teaching. [ABSTRACT FROM AUTHOR]

International commitments to preserve global biodiversity target the protection of 30% of marine habitats by 2030. The lack of even basic knowledge of many marine areas (e.g., deep oceans) combined with short timelines require integrative knowledge and multidisciplinary techniques to be used to efficiently identify areas worthy of protection. Here we outline a case study of the discovery of the Makkovik Hanging Gardens found in a deep-water trough in coastal Labrador, Canada. The area is of ecological significance because it supports high densities of vulnerable marine ecosystem indicator taxa, including the gorgonian coral Primnoa resedaeformis on portions of its vertical submarine walls. This study illustrates the exploratory process initiated by Nunatsiavut, which integrated local knowledge, scientific models, and a variety of technologies (such as remotely operated vehicles and multibeam sonar) to discover deep-water hidden biodiversity toward the advancement of both local Indigenous and global conservation goals. [ABSTRACT FROM AUTHOR]

Purpose: To describe responses of family physicians, their medical colleagues, and coworker raters to a multisource feedback assessment process., Method: Data collection tools included multisource feedback self-assessment and medical colleague, coworker, and patient rating forms; and program evaluation physician and rater questionnaires., Results: The pilot study included 142 physicians and their raters, with 113 (80%) physicians completing evaluations. Positive correlations were found between familiarity scores and medical colleague and coworker mean ratings. Peer medical colleagues were significantly more familiar with physicians than were consultants. Consultants were unable to rate items most frequently. Physicians disagreed with colleague feedback more frequently. Agreement was positively correlated with scores., Conclusions: Familiarity, ability to observe physicians appropriately to rate them, and physicians' responses to feedback are factors to consider when multisource feedback is used.