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One Minute Preceptor
What’s a good way to structure case-based teaching?-This five-step microskill model, often known as the One Minute Preceptor, provides a framework for teaching in the office or emergency room.The structure encourages students to think critically about the case and gives insight into clinical reasoning skills. It also reminds preceptors to provide feedback on performance. Try using it after a learner has presented a case summary.
Get a commitment
A question such as “What do you think is happening here?” or “What would be your treatment plan?” helps the learner commit to a diagnosis or treatment option, rather than simply going along with the preceptor’s plans.
Avoid prompting or suggesting a diagnosis or treatment plan at this point
Probe for supporting evidence
Explore the student’s thought processes. Was this a lucky guess or a well thought out evaluation? Questions such as “Were there any other alternatives you considered?” or “What made you rule out condition X?” are helpful.
Questions that rely on rote memory, such as “What is the differential diagnosis for retrosternal chest pain?” don’t aid clinical reasoning.
Teach general rules
Try to find a teaching point that can be applied to other situations.
Reinforce what was done right
Positive feedback will encourage desirable behaviours.
Correct mistakes
Point out any errors.
One-Minute Preceptor in Action
If you are interested in learning more about one minute preceptor, visit this link: Teaching with patients
Reference Neher JO, Gordon KC, Meyer B, Stevens N. A five-step microskills model of clinical teaching. J Am Board Fam Prac. 1992;5:419-24
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