learn' (Knowles 1973). This is an adult-centred approach and implies that a partnership is developed between student and teacher. Synagogy places emphasis on both the student and the teacher-centred approaches. It boasts active student involvement and a systematic approach, and has the combined qualities of pedagogical and androgogical teaching. Having discussed teaching principles and learning theories the preceptor and student must work together and decide which approaches are most suitable and appropriate to their preceptorship programme. The student must be encouraged to make decisions about their own learning needs. As well as possessing qualities for the role of preceptor there are desirable qualities required for the role of the teacher. These include confidence, knowledge of subjects taught and patience. A teacher should also have a sense of humour and a pleasant manner, as well as respect for others. The preceptor must also ensure that the learning climate is appropriate as people learn best in a non-threatening environment. Some individuals may feel that the learning environment is so dissimilar to what they are used to that they could end up rejecting and resisting it. The roles of the qualified practitioner must be established. These range from clinician and key worker to administrator. The novice may have certain skills in each area but will probably lack the confidence and competence to carry out these duties to the best of their ability. The preceptorship programme should have aims and objectives and an audit tool to allow assessment and evaluation to take place. Assessment is a measure of student competence and progress. 'It is the procedure by which a student is judged to have achieved the standard required for qualification' (English National Board 1987). The dictionary defines an assessor as an expert who advises. There are various methods of assessment that the preceptor cou...
