Looking for a time-efficient and effective way to teach
in the clinical setting? Try the One Minute Preceptor. In this model, the
preceptor listens to the case presentation and avoids interruptions. When the
learner finishes the history, physical and data presentation, the preceptor
begins the teaching encounter using these five steps:
- Get a commitment: “What do you think is going on?” “What do you want to do next?” These
simple questions set the stage for an interactive learning environment and
engage the learner.
- Probe for supporting evidence: “What else did you consider?” “How did you
rule those things out?” These questions assess the learner’s level of
knowledge and thinking process. This allows you to get an understanding of
their underlying clinical reasoning in addition to medical knowledge. The
purpose is to identify the learning gap- what is it that they don’t know that I
can teach them?
- Teach a general principle: This can be
about symptoms, physical findings, differential diagnosis, evaluation,
treatment, resources and more. The general principle should be based on the gap
that was identified through questioning. Teaching a general principle or a way
of approaching a problem is more effective than teaching isolated facts. It
allows the learner to organize their knowledge and generalize it for future
- Reinforce what was done well: “Your presentation was well-organized and
concise.” This reinforces good behaviors and encourages learners to
continue using them.
- Give guidance about errors or omissions: “It is important to include cardiac risk
factors in your presentation when you are presenting a case of chest pain.”
This helps correct mistakes and forms the foundation for improvement.
For additional tips, remember that the Academy of Medical Educators offers regular workshops, online modules and videos of prior sessions. Click here for more information.