One-Minute Preceptor

Recall the most recent clinical case that was presented to you. Did you ask questions that helped you gauge the learner’s level of knowledge and/or understanding of the topic? If so, name 1-3 ways in which you might ask such questions more effectively next time. If not, name 1-3 ways in which you will ask such questions in order to begin to develop a more “learner-centered” approach to teaching, as discussed in the module.

Reflect upon a recent session during which you taught a more junior trainee. Think of 2-3 specific examples wherein you might have reinforced what was done well, as well as 2-3 specific examples whereby you might have offered suggestions for improvement. Once these areas are identified, discuss the language you will use in the future to provide this kind of feedback.

Recall a clinical case that was recently presented to you. Did you probe the learner for evidence supporting his or her differential diagnosis and/or proposed treatment plan? If so, name 1-3 questions you might have asked in order to probe further into the learner’s understanding of the situation at hand. If not, name 1-3 questions you will ask in the future in order to probe for supporting evidence as part of a more learner-centered approach to teaching.

Recall the most recent scenario whereby you provided clinical pearls to a learner. How did you assess the learner’s level of knowledge on the topic in order to be certain that you were teaching to his or her level? Name 1-3 specific ways whereby you might better assess your learners’ level of knowledge on a particular topic.

Inform a colleague that you are working to provide teaching that is more learner-centered. Provide your colleague with the five steps of the One Minute Preceptor (OMP) model of clinical teaching. (See #6 – Summary Points – below) Ask your colleague observe one of your teaching sessions and to take notes on your performance as it pertains to at least one or two of the components of the OMP model. Meet with your colleague that same day and solicit feedback.

Review the five steps of the One Minute Preceptor (OMP) model in advance of your next anticipated small-group teaching or clinical precepting session. Be deliberate in your reinforcement of things done well, as well as possible areas for improvement. After the teaching session, reflect upon your delivery of this feedback, as well as what seemed to affect its receipt and impact.

Inform a learner (or group of learners) that you are striving to provide clinical teaching that is more learner-centered. Provide your learner(s) with the five steps of the One Minute Preceptor (OMP) model of clinical teaching. (See #6 – Summary Points – below) At the conclusion of each of your next five teaching sessions with these learner(s), ask them for their perceptions of whether you exhibited the five steps of the OMP model. Also ask them to comment on steps that you executed particularly well, the behaviors that helped make your teaching effective, and the steps that could have been better executed.

The steps of the One Minute Preceptor (OMP) model of clinical teaching:

1. Ask the learner to commit to a diagnosis or plan.
2. Probe for evidence in support of that diagnosis or plan.
3. Teach general rules.
4. Reinforce what was done well.
5. Correct errors and offer specific suggestions for improvement.