Preceptor Retention: Impact of Curriculum Reform and Competency‐Based Assessment on Preceptor Reward and Burden

Faculty decisions to continue or discontinue precepting were driven primarily by personal or structural factors rather than dissatisfaction with the curriculum. Consistent with SDT, the longitudinal relationship with students was the strongest motivator to precept, suggesting the LIC model itself may support faculty recruitment and retention. First-year faculty are at greatest risk for attrition and represent a key target for intervention and support aimed at retention.