BACKGROUND: The One Minute Preceptor (OMP) faculty development workshop is aimed at improving outpatient preceptors' abilities to teach in ambulatory settings. Practice applying the 5 microskills is central to learning the OMP, yet participants frequently avoid the role-playing portion of the standard workshop. Task complexity may result in significant cognitive burden while learning these new teaching skills. DESCRIPTION: The development of highly scripted case scenarios and standardized learners (SLs) to role-play authentic teaching situations are aimed at reducing task complexity. We describe case development, SL training, and application of these enhancements in 5 OMP workshops. EVALUATION: Qualitative assessments and workshop participant evaluations showed improved role-playing participation and satisfaction with the authenticity of the training sessions. CONCLUSION: The introduction of highly scripted cases and SLs appear to effectively help participants overcome dissatisfaction with role-playing and provide increasingly challenging yet authentic clinical teaching scenarios for skills practice. We recommend further research using objective measures.
BACKGROUND: The One Minute Preceptor (OMP) faculty development workshop is aimed at improving outpatient preceptors' abilities to teach in ambulatory settings. Practice applying the 5 microskills is central to learning the OMP, yet participants frequently avoid the role-playing portion of the standard workshop. Task complexity may result in significant cognitive burden while learning these new teaching skills. DESCRIPTION: The development of highly scripted case scenarios and standardized learners (SLs) to role-play authentic teaching situations are aimed at reducing task complexity. We describe case development, SL training, and application of these enhancements in 5 OMP workshops. EVALUATION: Qualitative assessments and workshop participant evaluations showed improved role-playing participation and satisfaction with the authenticity of the training sessions. CONCLUSION: The introduction of highly scripted cases and SLs appear to effectively help participants overcome dissatisfaction with role-playing and provide increasingly challenging yet authentic clinical teaching scenarios for skills practice. We recommend further research using objective measures.
Authors: Elizabeth Eckstrom; Sima S Desai; Alan J Hunter; Elizabeth Allen; Craig E Tanner; Linda M Lucas; Carol L Joseph; Marnie R Ririe; Melanie N Doak; Linda L Humphrey; Judith L Bowen Journal: J Gen Intern Med Date: 2008-07 Impact factor: 5.128