BACKGROUND: The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters. METHODS: Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted. RESULTS: Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used. CONCLUSIONS: Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds. Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine.
BACKGROUND: The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters. METHODS: Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted. RESULTS: Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used. CONCLUSIONS: Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds. Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine.
Authors: Kayley Lyons; Jacqueline E McLaughlin; Michael D Wolcott; Rebecca Grandy; Charlene R Williams Journal: Am J Pharm Educ Date: 2019-10 Impact factor: 2.047
Authors: Sreeja Natesan; John Bailitz; Andrew King; Sara M Krzyzaniak; Sarah K Kennedy; Albert J Kim; Richard Byyny; Michael Gottlieb Journal: West J Emerg Med Date: 2020-07-03