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The “One Minute Preceptor”: Time Efficient Teaching in Clinical Practice

The “One Minute Preceptor”: Time Efficient Teaching in Clinical Practice. Presentation based on materials included in the: Produced by : Supported by HRSA Family Medicine Training Grant # 1 D15 PE50119-01.

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The “One Minute Preceptor”: Time Efficient Teaching in Clinical Practice

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  1. The “One Minute Preceptor”:Time Efficient Teaching in Clinical Practice

  2. Presentation based on materials included in the:Produced by :Supported by HRSA Family Medicine Training Grant # 1 D15 PE50119-01

  3. The “One Minute Preceptor” teaching model was developed at the Department of Family Medicine at the University of Washington, Seattle. See: Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.

  4. The “One Minute Preceptor” 10 Minutes of “Teaching Time”... 3 Minutes Questioning Discussion 1 Minute Presentation 6 Minutes

  5. Teaching Styles • Expert • Socratic • Others? • “One Minute”

  6. The 5-Step Microskills Method • Get a Commitment • Probe for Supporting Evidence • Reinforce What Was Done Well • Give Guidance About Errors or Omissions • Teach a General Principle

  7. Get a Commitment • Why?… • Encourages learner to process further and problem solve. • Examples... • “What do you think is going on here?” • “What would you like to do next?”

  8. Probe for Supporting Evidence • Why?… • Helps you to assess the learners knowledge and thinking process. • Examples... • “What factors support your diagnosis?” • “Why did you choose that treatment?”

  9. Reinforce What Was Done Well • Describe specific behaviors and likely outcomes • Why?... Behaviors that are reinforced will be more firmly established. • Example… “I liked that your differential took into account the patient’s age, recent exposures, • & symptoms.”

  10. Guide Errors/ Omissions • Describe what was wrong (be specific), what the consequence might be, and how to correct it for the future • Why?… Corrects mistakes and forms foundation for improvement. • Example… “During the ear exam • the patient seemed uncomfortable. • Let’s go over holding the otoscope.”

  11. Teach a General Principle • Symptoms, treatment options, or resources to look information up • Why?… Allows learning to be more easily transferred to other situations. • Examples… “Remember 10-15% people are carriers of strep, which can lead to false positive strep tests.”

  12. Conclusion • Why?... • Limits Time. • Directs remainder of the encounter. • Example…“Let’s go back in the room and I’ll show you how to get a good throat swab. Tell me when we have the results, and I’ll watch you go • over the treatment plan.”

  13. “5” Step Microskills Method • Get a Commitment • Probe for Supporting Evidence • Reinforce What Was Done Well • Give Guidance About Errors or Omissions • Teach a General Principle

  14. What makes sense in your practice?

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