EducationWhat's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department
Section snippets
Medical Student Case Presentation to Preceptor
Hi, Dr. F., I have a new patient I'd like to present, OK?
This is a 27-year-old woman who fell off her bicycle 2 days ago. She's here complaining of neck pain and numbness and weakness in her right hand. She landed on her right arm and her ribs when she fell, and I think she hit her head. Now she says she can't lift her shoulder or pick up a pencil in her right hand and she feels numb and “cold” in her hand. She says everything hurts her: head, neck, and arm.
On examination, her vital signs are
Discussion
Although experimental studies of the OMP teaching model are relatively scarce, the existing experimental education research supports the use of the OMP as an effective clinical teaching method when used by both faculty and resident teachers. When the 5 steps of the OMP are used, it is possible to successfully fulfill multiple simultaneous missions: understand the learner's case-related knowledge, identify relevant learning needs, actively engage the learner in a higher level, clinical
Limitations
This review and discussion of the OMP as a potential clinical teaching method in the ED is based on an analysis of hypothesis-testing educational research on the use of the OMP. Only 4 articles met the inclusion criteria as research reports. It is notable that 3 authors comprised the primary researchers directing the 4 studies, indicating that there are still questions to answer regarding the use of the OMP, such as: What is the observable, sustained change in teaching behavior following OMP
Conclusion
The OMP teaching model has been assessed in experimental education studies and suggests an effective and efficient method of engaging learners in high-level case discussions of clinical problems. It is simple to remember, easy to apply, and may be well-suited to a variety of teaching and learning topics in a busy ED. Although research has not extended its use in this clinical setting, it is likely to meet the needs of busy clinicians who are challenged to teach while providing simultaneous
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Cited by (23)
Teaching Clinical Reasoning and Critical Thinking: From Cognitive Theory to Practical Application
2020, ChestCitation Excerpt :It has been shown to improve faculty’s ability to evaluate students’ reasoning abilities and to improve the effectiveness of clinical teaching encounters.37 In addition, when done well, with probing questions aimed at evaluating the learner’s understanding of underlying mechanisms of disease, the one-minute preceptor technique teaches higher level concepts and prompts provision of feedback from faculty to learners.38 A modification of the one-minute preceptor technique is the SNAPPS model.39
Modifying the One-Minute Preceptor Model for Use in the Emergency Department with a Critically Ill Patient
2017, Journal of Emergency MedicinePromoting Excellence in Clinical Teaching
2023, Journal of the College of Physicians and Surgeons PakistanOne Minute Preceptor Model – place or to replace
2023, Indian Journal of Community HealthPromoting Excellence in Clinical Teaching
2023, Journal of the College of Physicians and Surgeons PakistanThe effects of the 1-min preceptor and problem-based clinical educations on nursing students' critical thinking
2021, Nursing and Midwifery Studies
Reprints are not available from the authors.
Discloser statement: Dr. Sally Santen has funding from the AMA (grant from American Medical Association) for Accelerating change in medical education.