Support for our clinical sites who champion the next generation of healthcare professionals

MGH IHP seeks the best fieldwork educators, clinical instructors, clinical supervisors and preceptors. We expect the best from our students and we support all of our clinical placement sites as they further the education and careers of our students. We seek a "two-way street" with our placement sites - our collaborative journey does not end with the placement. We offer interdisciplinary events for our clinical sites to network, and resources like our JEDI office to support any and all questions from our dedicated community of practicing clinicians. 

In addition to this support, preceptors for IHP students can receive 5-15% tuition reimbursement based upon their years of continuous service in that role.

Clinical Educators & Preceptors

Learn about placements and student proficiency for each of our IHP programs that incorporate external clinical experience into their curriculums. 

Clinical supervisors and preceptors earn tuition reduction credit that can be used to attend classes at the MGH Institute, and nursing preceptors can use the experience toward meeting recertification requirements as a nurse practitioner.

See our nursing preceptor section

PA clerkships are needed in Family Medicine, Internal Medicine, Women’s Health, Pediatrics, Psychiatry, General Surgery, and Emergency Medicine

Benefits of being a preceptor for the MGH Institute include:

  • Adjunct faculty appointment
  • Access to Massachusetts General Hospital's online Treadwell Library 
  • Well-prepared students who have been immersed in patient-centered, team-based care
  • Reduced cost of recruitment and on-the-job training for your institution/practice
  • AAPA Category I CME credits for PAs
  • Tuition reduction for you and/or people with whom you work, for online and on-site IHP courses and programs
  • Preceptor support and professional development 

Students entering the Institute's MPAS program are required to have at least 1,000 hours of direct patient care experience, but the current cohort of first year students has an average of over 6,000 hours of healthcare experience. With our students prior experience and the program's emphasis on critical thinking and patient-centered, team-based care, you will be assured of having students who are motivated learners and can quickly become an asset for you and your staff.

Requirements of PA student clerkships:

  • Seven core clerkships in the required disciplines, each being five weeks in duration
  • Two elective clerkships, also five weeks each
  • Full-time experience (32 hrs/week minimum): Students can participate in all shifts, weekdays and weekends
  • Hands-on experiences with patients (not shadowing)
  • Supervision by a board-certified physician or PA; depending on the discipline, supervision can also can be provided by a PsyD, PharmD, social worker, or advanced practice nurse (NP)
  • Students can participate in training in pairs or triads with one supervisor

Please call or email Lisa Walker with any questions. Your participation in preparing the next generation of physician assistants is greatly appreciated.
 

As the first Entry-Level Doctor of Occupational Therapy program in New England, the Institute OTD curriculum provides students with additional preparation beyond the Master’s degree in policy analysis and development, health and education systems, translation of research into practice, program development, outcomes measurement, advocacy and leadership.

In addition to Level I and Level II Fieldwork, Doctoral Experiential placements support advanced skill development in collaboration with the sponsoring sites for clinical, educational, and research based capstone projects. Examples of such projects are the development of resource materials, clinical research, creation of quality assurance or outcomes measurement programs, integration of evidence-based practice supports, and innovative program development.

Benefits of Becoming a Fieldwork Site 

Establishing a formal affiliation with the Institute begins a mutually beneficial relationship of collaboration with your facility. Opportunities exist for research collaboration, mentoring, educator development, and continuing professional education. Our students come from diverse backgrounds and bring ingenuity, professionalism, fresh perspectives, and compassion to their learning, during and beyond their formal studies.  

What Makes MGH Institute Students Different

We feature interprofessional, active and case-based learning in state-of-the-art classrooms. Readiness for fieldwork is promoted by professional reasoning coupled with foundational skills gained through hands-on learning in simulation labs and working with clients in our OT Center for Learning, Participation, and Rehabilitation, a free care on-site interprofessional center.

Our focus on experiential learning, in addition to our Institute-wide IMPACT (Interprofessional Model for Patient and Client-Centered Teams) curriculum, facilitates critical thinking and team-based problem-solving. Participating in these and other learning opportunities, such as telehealth practices, prepares students to engage in fieldwork training with increased confidence in communication and care delivery.

Perhaps the most distinctive feature of our DPT program is the year-long, full-time, paid clinical internship. The internship follows completion of our academic program. Internship sites are located within the Boston area and across the country. 

Our program was one of the first and remains one of the relatively few in the country that offers this form of an internship as the culminating clinical experience. Given the unique opportunities for long-term professional development offered by the year-long internship process, a number of programs across the nation are developing internships specifically modeled on the MGH Institute’s concept. 

The internship is arranged in cooperation with clinical sites, following interviews and a matching process where both students and sites identify their preferences. The payment structure model for students is determined by each clinical facility. 

PTclined [at] mghihp.edu (Contact our clinical education mailbox) for more info.

The Master’s program is committed to training students who will be generalists in the field of speech-language pathology and able to work with all populations and settings. Students develop excellence in portable skills and critical thinking which allow them to be eligible for a wide range of Clinical Fellowships.  

Year 1: Students complete two semesters in the SLLC, have seminar, CT groups, learn foundations of clinical practice.   

  • Simulation in academic coursework and clinical seminars. 

Year 2: 9 credits of placement in external sites.   

  • School 
  • Across the lifespan 
  • Diversity of clients and clinical practice settings in the city of Boston and greater region.  

 

The goal of genetic counseling training is for students to demonstrate proficiency in all of the Accreditation Council for Genetic Counseling (ACGC) Practice-Based Competencies. 

During their first year, students observe across specialties in both clinical and non-clinical settings. They also participate in 15 standardized patient sessions split evenly between prenatal/preconception, adult/pediatrics, and cancer. 

Given these experiences during the first year, second year fieldwork is primarily participatory. Students participate in a genetic counseling (or related) clinical or non-clinical setting for two-four full days per week (depending on semester, setting, and supervisor availability/ preference). Each fieldwork placement lasts four-seven weeks (depending on how many days per week), and students have one-two placements per semester. The fieldwork includes several core (prenatal, pediatrics, cancer) and specialty (cardiogenetics, neurology, endocrine) genetic counseling clinics in addition to non-clinical settings (laboratory, research, advocacy, industry, public health).

  • Well-prepared students who have been immersed in patient-centered, team-based care
  • Opportunity to develop and build supervisory/mentorship/leadership skills
  • Ability to earn Professional Activity Credits (PACs) to be applied to ABGC recertification
  • Ability to accrue Category 1 CEUs via the Program’s annual GC conference
  • Rewarding experience leading to personal and professional development and satisfaction
     
  • A minimum of 50 participatory cases with a client (may include standardized patient, but not genetic counseling student role play, and/or research participant if providing clinical genetic counseling services in a research protocol) from a wide variety of clinical settings and service delivery models are required, reflecting students’ robust and evolving clinical involvement. 
  • Participatory cases focus on the development of the PBCs.
  • At least 40 of the 50 participatory cases must be with individuals being evaluated for risk of or affected by diverse genetic conditions across the lifespan (i.e., non-standardized patients; not a research participant).  
  • The 50 participatory cases must be supervised by an experienced ABGC/ABMG/CAGC certified genetic counselor. All healthcare professionals including Board-certified medical geneticists may supervise non-participatory cases.   
     
  1. Obtain a variety of experiences in the prenatal, pediatric, general, and cancer genetics clinical settings, as well as in non-clinical (or combination) settings.
  2. Value both clinical and non-clinical genetic counseling positions and the roles of other healthcare providers.  
  3. Develop patient contact skills in prenatal, pediatric, adult, cancer, and specialty clinics. 
  4. Participate in the transition from observation to active participation in genetic counseling sessions.
  5. Foster professional growth as a knowledgeable, skilled, and motivated genetic counselor.
  6. Develop counseling, communication/education, and management skills.
  7. Demonstrate proficiency in all Practice-Based Competencies as outlined by ACGC in order to manage a genetic counseling case before, during, and after the clinic visit or session.  PBC categories include: a) Genetic Expertise and Analysis, b) Interpersonal, Psychosocial and Counseling Skills, c) Education, and d) Professional Development & Practice.
     

Preceptor Contacts

To learn more about becoming a clinical supervisor/preceptor/fieldwork supervisor with the IHP, contact the supervisor for your area of practice.

Ann Seman, MS, CGC

Director of Clinical Education Assistant Professor Genetic Counseling

Director of Clinical Education Assistant Professor Genetic Counseling

profile photo of donna

Director of Clinical Education Assistant Professor Physical Therapy

Director of Clinical Education Assistant Professor Physical Therapy

Jennifer E. Mackey, MA, CCC-SLP

Director of Clinical Education Assistant Professor Communication Sciences and Disorders Online Prerequisites for the Health Professions

Director of Clinical Education Assistant Professor Communication Sciences and Disorders Online Prerequisites for the Health Professions

Joan Parise, MS, RN, ANP

Director of Clinical Affiliations Instructor, Nursing

Director of Clinical Affiliations Instructor, Nursing

Michael Ruggiero, MHS, PA-C

Assistant Professor Physician Assistant Studies

Assistant Professor Physician Assistant Studies

Tara Mansour, OTD, MS, OTR/L

Assistant Professor & Academic Fieldwork Coordinator Occupational Therapy

Assistant Professor & Academic Fieldwork Coordinator Occupational Therapy