|
 
 |
| LETTER TO EDITOR |
|
| Year : 2018 | Volume
: 9
| Issue : 1 | Page : 34-35 |
|
Employing one-minute preceptor model in clinical settings
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2, Jegadeesh Ramasamy2
1 Department of Community Medicine, Member of the Medical Education Unit and Medical Research Unit, Shri Sathya Sai Medical College and Research Institute, Chennai, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Chennai, Tamil Nadu, India
| Date of Web Publication | 24-Jan-2018 |
Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
3rd Floor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kanchipuram - 603 108, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/mjmsr.mjmsr_42_17
How to cite this article:
Shrivastava SR, Shrivastava PS, Ramasamy J. Employing one-minute preceptor model in clinical settings. Muller J Med Sci Res 2018;9:34-5 |
How to cite this URL:
Shrivastava SR, Shrivastava PS, Ramasamy J. Employing one-minute preceptor model in clinical settings. Muller J Med Sci Res [serial online] 2018 [cited 2023 Jun 2];9:34-5. Available from: https://www.mjmsr.net/text.asp?2018/9/1/34/223912 |
Dear Editor,
Considering the massive rise in the caseload in hospitals and other healthcare establishments, clinical teaching often happens during the busy hours of a day.[1] The one-minute preceptor (OMP) model is a teaching tool, which is being used in the clinical settings for improving the teaching skills of a clinician entrusted with the responsibility of teaching medical students.[2] In other words, this model has been adopted to promote effective teaching, especially when there is a shortage of time, like in emergency rooms.[2]
One of the prerequisites to use this model is that the preceptor (viz., teacher/skilled practitioner/faculty who monitors encounter of student with patients in clinical settings) knows something about a particular case, which the learner either needs or wants to know.[1],[2] The OMP model comprises of five microskills, namely obtaining a commitment from the student; inquiry about the supporting proofs; teach the general rules; emphasize on things which were done correctly, and finally, rectify the mistakes.[2] The initial two microskills aims to assess knowledge and clinical reasoning domain, whereas the next three gives a platform for the preceptor to provide customized instructions to the learners.[2],[3]
The skill of obtaining commitment helps the preceptor to understand the tentative diagnosis and the treatment plan which the student is thinking.[1] This is followed by looking for supporting proofs to gain an insight into whether the suggested diagnosis/management plan is a guess work or it is based on some evidence (viz., positive history/clinical findings or investigation reports), and what all other diagnoses were thought on by the students, and why they were not considered in that specific case.[1],[3] In the third stage, preceptor tries to locate a teaching point, so that they can generalize the findings and how it can be applied to other clinical cases.[1]
Further, the teacher should convey to the students about what all things were done correctly by them and the impact of the same.[2] It becomes an important microskill as it lays the foundation for helping the student to learn the desired behavior.[2] In the final stage, the idea is to inform the learners about the things which were not done correctly and how they can be improved in future.[3] Thus, the student learns to become competent in basic skills expected from a graduate and develops the skill of clinical reasoning (viz., acquisition of skills to correlate different clinical findings to reach or refute a diagnosis).[3]
To conclude, the OMP model of teaching enables the preceptors to effectively assess, guide, and deliver required feedback in a professional manner, in crowded clinical settings. As the process is extremely beneficial for the learner, its scope should be explored, and efforts must be taken to adopt the same in different clinical settings to facilitate student learning.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
| References | |  |
| 1. | Rashid P, Churchill JA, Gendy R. Improving clinical teaching for busy clinicians: Integration of the one-minute preceptor into mini-clinical examination. ANZ J Surg 2017;87:535-6.  [ PUBMED] |
| 2. | Swartz MK. Revisiting “The one-minute preceptor”. J Pediatr Health Care 2016;30:95-6. [ PUBMED] |
| 3. | Chan LK, Yang J, Irby DM. Application of the one-minute preceptor technique by novice teachers in the gross anatomy laboratory. Anat Sci Educ 2015;8:539-46. |
|
Search Pubmed for