The One Minute Learner An Innovative Tool to Promote Student-Faculty Discussion of Goals and Expectations Adapted from a presentation by Miriam Hoffman-Kleiner,

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The One Minute Learner An Innovative Tool to Promote Student-Faculty Discussion of Goals and Expectations Adapted from a presentation by Miriam Hoffman-Kleiner, MD Molly Cohen-Osher, MD Joanne Wilkinson, MD, MSc Medical Student Education Division Department of Family Medicine Boston University School of Medicine

There is a medical student in my office

Medical students at Whittier First year Second year Third year Fourth year UCAM POCC Clerkship Health care for the underserved

Why are setting expectations and discussing goals important? For the learner and the teacher!

Why is Setting Expectations Important? For the learner ◦ Clarifies role ◦ Gives a sense of structure ◦ Decreases anxiety ◦ Sets groundwork for feedback and assessment For the educator ◦ Helps student to “ hit the ground running” ◦ Student is more effective in the office ◦ Sets groundwork for feedback and assessment ◦ Improves efficiency Puts educator and learner on “the same page”

Why is Setting Learning Goals Important? For the learner ◦ Facilitates self-directed learning behavior ◦ Improves learner-educator relationship ◦ Increased motivation to learn and deeper learning ◦ Learner’s needs/goals are valued For the educator ◦ Gives a framework for clinical teaching ◦ Identifies student’s level and needs ◦ Facilitates a learning experience that is “learner-directed” Puts educator and learner on “the same page” Bullock et al., 2007, Chien et al., 2002, Challis, 2000, Jones-Boggs Rye, 2008, Knowles, 1986

ONE MINUTE LEARNER One Minute Learner Huddle Have this brief discussion with your student before the session starts Have the student prepare for this conversation You and the student can preview the schedule and charts 1. GOALS: Remember to be specific! (1) Student’s current level of training/experience (2) Student’s specific goals Encourage student’s self assessment (3) Your goals for the student Use your observation of their performance 2. GETTING GOING: When, how and who should the student see? Should the student see any patient that is available? Prepare the patient See (or not see) specific patients? 3. HOW MUCH and HOW LONG How much of the visit should the student do on his/her own? How long should the student spend with each patient? 4. PRESENTING: Where and how? Where should the student present to you? What presentation format should be used? How detailed a presentation do you want? 5. CHARTING: When and how? What format should the student use for notes? When should the student write notes? 6. QUESTIONS: When is a good time to discuss questions the student has?

One Minute Learner Overview OML Huddle - Prepare beforehand 1. Goals 2. Getting Going 3. How Much and How Long 4. Presenting 5. Charting 6. Questions

The One Minute Learner You can use all or parts of the OML during any given discussion Use the One Minute Learner (OML): At the beginning of the rotation and/or Before any clinical session throughout the rotation If you are the primary preceptor and/or You are any preceptor! The OML can be used: In any clinical teaching setting In any discipline With any level of learner

1. Goals

2. Getting Going When and how should the student start seeing patients? ◦ Should the student see any patient that is available? See (or not see) specific patients? ◦ Prepare patients for the student. ◦ Ask your MA to set the stage

3. How Much and How Long How much of the visit should the student do on his/her own? How long should the student spend with each patient?

4. Presenting Where should the student present to you? What presentation format should be used? How detailed a presentation do you want?

6. Questions When is a good time to discuss questions the student has?

The One Minute Learner Promotes and structures: Proactive discussion of goals and expectations Benefits: Quick and easy! Puts everyone “on the same page” Makes the clinical session more effective and efficient Clarifies roles Gives the student structure and decreases anxiety Facilitates self-directed learning Sets groundwork for feedback and assessment

One Minute Learner OML Huddle - Prepare beforehand 1. Goals 2. Getting Going 3. How Much and How Long 4. Presenting 5. Charting 6. Questions *Remember: You can use some or all of the components of the OML!

Case Debrief