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

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Presentation on theme: "The “One Minute Preceptor”: Time Efficient Teaching in Clinical Practice."— Presentation transcript:

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 PE

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,

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

5 Teaching Styles n Expert n Socratic n Others? n “One Minute”

6 The 5-Step Microskills Method 1. Get a Commitment 2. Probe for Supporting Evidence 3. Reinforce What Was Done Well 4. Give Guidance About Errors or Omissions 5.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 1. Get a Commitment 2. Probe for Supporting Evidence 3. Reinforce What Was Done Well 4. Give Guidance About Errors or Omissions 5. Teach a General Principle

14 What makes sense in your practice?


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