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Carr AN(M, Kirkwood RN, Petrovski KR. Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching. Vet Sci 2021; 8:vetsci8060089. [PMID: 34073852 PMCID: PMC8225086 DOI: 10.3390/vetsci8060089] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 05/20/2021] [Accepted: 05/21/2021] [Indexed: 11/16/2022] Open
Abstract
Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1-4 h of training is usually recommended.
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Affiliation(s)
- Amanda Nichole (Mandi) Carr
- Davies Livestock Research Centre, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia;
- Swine Production Medicine, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia;
- Australian Centre for Antimicrobial Resistance Ecology, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia
| | - Roy Neville Kirkwood
- Swine Production Medicine, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia;
| | - Kiro Risto Petrovski
- Davies Livestock Research Centre, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia;
- Australian Centre for Antimicrobial Resistance Ecology, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia
- Correspondence:
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The one-minute preceptor model for nurse practitioners: A pilot study of a preceptor training program. J Am Assoc Nurse Pract 2020; 32:809-816. [DOI: 10.1097/jxx.0000000000000300] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Lyons K, McLaughlin JE, Wolcott MD, Grandy R, Williams CR. How Pharmacist Preceptors Foster Students' Therapeutic Reasoning Using the One-Minute Preceptor Method. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7212. [PMID: 31831901 PMCID: PMC6900809 DOI: 10.5688/ajpe7212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2018] [Accepted: 03/24/2019] [Indexed: 06/10/2023]
Abstract
Objective. To compare whether preceptors trained in the One-Minute Preceptor (OMP) method versus preceptors not trained in the OMP method use OMP methods, and whether their students demonstrate more frequent expression of therapeutic reasoning processes during case presentations. Methods. A pilot quasi-experimental study was conducted. In 2015, four preceptors attended an OMP training session. The OMP preceptors and three preceptors not trained in OMP were asked to collect audio recordings of their students presenting patient cases. The audio recordings were coded for preceptors' use of OMP methods and students' expression of therapeutic reasoning processes. Results. In total, we collected 42 audio recordings from 27 students presenting a patient case to one of seven preceptors. Preceptors trained in OMP more frequently asked students to commit to a therapeutic assessment and plan, probed for their supporting reasoning, and reinforced what was done well. However, non-OMP preceptors' students more frequently articulated assessments and treatment plans in their case presentations. The non-OMP students also more frequently initiated discussion about the reasoning behind their assessments and plans without prompting from their preceptor. Conclusion. Implementing OMP workshops for preceptors to elicit students' therapeutic reasoning processes requires further consideration. Future research is needed on pragmatic and effective precepting methods.
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Affiliation(s)
- Kayley Lyons
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina at Chapel Hill, School of Education, Chapel Hill, North Carolina
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Michael D Wolcott
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina at Chapel Hill, School of Education, Chapel Hill, North Carolina
| | - Rebecca Grandy
- Mountain Area Health Education Center, Asheville, North Carolina
- University of North Carolina at Asheville, Eshelman School of Pharmacy, Asheville, North Carolina
| | - Charlene R Williams
- University of North Carolina at Asheville, Eshelman School of Pharmacy, Asheville, North Carolina
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Sidhu NS, Edwards M. Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity. MEDICAL TEACHER 2019; 41:282-296. [PMID: 29703088 DOI: 10.1080/0142159x.2018.1463087] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE AND METHOD We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. RESULTS Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. CONCLUSIONS Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.
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Affiliation(s)
- Navdeep S Sidhu
- a Department of Anaesthesia and Perioperative Medicine , North Shore Hospital , Auckland , New Zealand
- b Department of Anaesthesiology , University of Auckland , Auckland , New Zealand
| | - Morgan Edwards
- a Department of Anaesthesia and Perioperative Medicine , North Shore Hospital , Auckland , New Zealand
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Chinai SA, Guth T, Lovell E, Epter M. Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models. West J Emerg Med 2017; 19:28-34. [PMID: 29383053 PMCID: PMC5785198 DOI: 10.5811/westjem.2017.8.35277] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Revised: 06/15/2017] [Accepted: 08/27/2017] [Indexed: 12/04/2022] Open
Abstract
When working in a chaotic Emergency Department (ED) with competing priorities, clinical teaching may be sacrificed for the sake of patient flow and throughput. An organized, efficient approach to clinical teaching helps focus teaching on what the learner needs at that moment, incorporates regular feedback, keeps the department on track, and prevents over-teaching. Effective clinical teaching in a busy environment is an important skill for senior residents and faculty to develop. This review will provide a critique and comparison of seven structured teaching models to better prepare readers to seize the teachable moment.
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Affiliation(s)
- Sneha A Chinai
- University of Massachusetts School of Medicine, Department of Emergency Medicine, Worcester, Massachusetts
| | - Todd Guth
- University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado
| | - Elise Lovell
- University of Illinois at Chicago School of Medicine, Department of Emergency Medicine, Chicago, Illinois.,Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois
| | - Michael Epter
- Maricopa Medical Center, Department of Emergency Medicine, Phoenix, Arizona
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Abstract
Dedicated Education Units optimize the expertise of staff nurses to provide clinical instruction to nursing students, thereby creating a need to prepare staff nurses for the teaching role and educate them about clinical teaching strategies. A curriculum to educate Dedicated Education Unit staff nurses in the art of clinical instruction was created to fill this gap in staff development. This article describes the development of an innovative, interactive, evidence-based curriculum to prepare Dedication Education Unit staff nurses and strengthen an academic-practice partnership.
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Allen L, Molloy E. The influence of a preceptor-student 'Daily Feedback Tool' on clinical feedback practices in nursing education: A qualitative study. NURSE EDUCATION TODAY 2017; 49:57-62. [PMID: 27888784 DOI: 10.1016/j.nedt.2016.11.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2016] [Revised: 10/31/2016] [Accepted: 11/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Feedback in clinical education is essential for the development of competent nurses. When the process is enacted well, it offers measured performance against standards required by the nursing health profession, promoting learning and behavioural change. Despite this, health literature describes numerous barriers to effective feedback processes. OBJECTIVE A qualitative descriptive design was used to determine whether the introduction of a Daily Feedback Tool addressing some of the barriers to effective feedback, influenced nursing students and clinical supervisors (preceptors) experiences in nursing clinical education. METHOD A total of eight semi-structured focus groups related to student and preceptors reported experiences were completed comprising of preceptor and student groups independently. The data was analysed using aspects of grounded theory including purposive sampling and system analysis informing the subsequent stages of data collection. RESULTS Participants reported that the introduction of the Daily Feedback Tool overcame some of the reported barriers, particularly relating to the frequency of feedback occasions, and the traditionally didactic, teacher-led feedback conversations. CONCLUSION The Daily Feedback Tool was reported to influence the development of trusting preceptor-student relationships which gave the learner agency to seek feedback promoting learning and overall performance.
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Affiliation(s)
- Louise Allen
- Federation University, Gippsland Campus, 1670 Lardner's Track, Lardner, Victoria 3821, Australia.
| | - Elizabeth Molloy
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria 3168, Australia.
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Chen AK, Rivera J, Rotter N, Green E, Kools S. Interprofessional education in the clinical setting: A qualitative look at the preceptor's perspective in training advanced practice nursing students. Nurse Educ Pract 2016; 21:29-36. [DOI: 10.1016/j.nepr.2016.09.006] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Revised: 05/28/2016] [Accepted: 09/25/2016] [Indexed: 11/27/2022]
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Gueorguieva V, Chang A, Fleming-Carroll B, Breen-Reid KM, Douglas M, Parekh S. Working Toward a Competency-Based Preceptor Development Program. J Contin Educ Nurs 2016; 47:427-32. [PMID: 27580510 DOI: 10.3928/00220124-20160817-10] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2015] [Accepted: 06/01/2016] [Indexed: 11/20/2022]
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Farrell SE, Hopson LR, Wolff M, Hemphill RR, Santen SA. What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department. J Emerg Med 2016; 51:278-83. [PMID: 27377967 DOI: 10.1016/j.jemermed.2016.05.007] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 04/29/2016] [Accepted: 05/05/2016] [Indexed: 01/28/2023]
Abstract
BACKGROUND The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. OBJECTIVE The purpose of this article is to review the research-based evidence for the effectiveness of the one-minute preceptor (OMP) teaching method, and to provide suggestions for its use in clinical teaching and learning in EM. DISCUSSION This article reviews hypothesis-testing education research related to the use of the OMP as a pedagogical method applicable to clinical teaching. Evidence indicates that the OMP prompts the teaching of higher level concepts, facilitates the assessment of students' knowledge, and prompts the provision of feedback. Students indicate satisfaction with this method of clinical case-based discussion teaching. CONCLUSION Advancing EM education will require that high quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The OMP is a pedagogical method that is applicable to teaching in the emergency department.
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Affiliation(s)
- Susan E Farrell
- Partners Healthcare International, Harvard Medical School, Boston, Massachusetts
| | - Laura R Hopson
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan
| | - Margaret Wolff
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan
| | - Robin R Hemphill
- Veterans Affairs National Center for Patient Safety, Washington, District of Columbia
| | - Sally A Santen
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan
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Chan LK, Yang J, Irby DM. Application of the one-minute preceptor technique by novice teachers in the gross anatomy laboratory. ANATOMICAL SCIENCES EDUCATION 2015; 8:539-546. [PMID: 25573139 DOI: 10.1002/ase.1515] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2014] [Revised: 12/11/2014] [Accepted: 12/20/2014] [Indexed: 06/04/2023]
Abstract
The one-minute preceptor (OMP) was originally developed in the ambulatory care setting as a time-efficient teaching technique for learner-centered clinical training. There are also possible advantages of using the OMP in the gross anatomy laboratory. However, in a previous study it was found that providing training to experienced gross anatomy teachers in the use of the OMP did not result in improvement in students' perceptions of their learning, probably because of the fact that the experienced teachers had already developed their own pedagogical approaches. In the current study, we examined the effects of training novice teachers with about four years of gross anatomy teaching experience, in the use of the OMP in the gross anatomy laboratory, by surveying students to collect their views on their learning experiences, by observing the teachers' teaching behaviors before and after they were trained in OMP, and then by interviewing them. More students reported a better learning experience in the session after the teachers had been trained in the OMP than reported worse, in eight out of the nine items related to their learning experiences. The novice teachers were receptive to the OMP. After the OMP training, the novice teachers were observed to engage more in getting commitments from the students and in reinforcing what the students have done right, two of the five OMP microskills. They considered the OMP to be very useful for their development as anatomy teachers.
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Affiliation(s)
- Lap Ki Chan
- Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China
- Department of Anatomy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China
| | - Jian Yang
- Department of Anatomy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China
| | - David M Irby
- Department of Medicine, Division of General Internal Medicine, University of California San Francisco, San Francisco, California
- Office of Research and Development in Medical Education, University of California San Francisco, San Francisco, California
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Hu YC, Chen SR, Chen IH, Shen HC, Lin YK, Chang WY. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction With Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs 2015; 46:261-71. [DOI: 10.3928/00220124-20150518-02] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2014] [Accepted: 01/21/2015] [Indexed: 11/20/2022]
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Vaughan EM, Moreno JP, Johnston CA. Utilizing the One-Minute Preceptor for Patient Education. Am J Lifestyle Med 2015. [DOI: 10.1177/1559827615570565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Providing thorough responses to patient questions is an important part of the provider–patient relationship and key to good communication. Failure to do so puts patients at risk of looking for alternative and possibly harmful answers. Mindfulness is a popular topic, but due to its vague definition and variable outcomes, it may be difficult for health care providers to know how to answer patient questions or to identify patient needs. Using the One-Minute Preceptor model as a template provides health care providers a thorough yet organized and time-efficient method while also giving patients answers to their questions.
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Affiliation(s)
- Elizabeth M. Vaughan
- Department of Family and Community Medicine (EMV), USDA/ARS Children’s Nutrition Research Center
- Department of Pediatrics-Nutrition (JPM, CAJ), Baylor College of Medicine, Houston, Texas
- Department of Medicine (CAJ), Baylor College of Medicine, Houston, Texas
| | - Jennette P. Moreno
- Department of Family and Community Medicine (EMV), USDA/ARS Children’s Nutrition Research Center
- Department of Pediatrics-Nutrition (JPM, CAJ), Baylor College of Medicine, Houston, Texas
- Department of Medicine (CAJ), Baylor College of Medicine, Houston, Texas
| | - Craig A. Johnston
- Department of Family and Community Medicine (EMV), USDA/ARS Children’s Nutrition Research Center
- Department of Pediatrics-Nutrition (JPM, CAJ), Baylor College of Medicine, Houston, Texas
- Department of Medicine (CAJ), Baylor College of Medicine, Houston, Texas
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Chan LK, Sharma N. Effects of training experienced teachers in the use of the one-minute preceptor technique in the gross anatomy laboratory. ANATOMICAL SCIENCES EDUCATION 2014; 7:124-129. [PMID: 23864286 DOI: 10.1002/ase.1381] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2013] [Accepted: 05/29/2013] [Indexed: 06/02/2023]
Abstract
The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year, undergraduate-entry, system- and problem-based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies.
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Affiliation(s)
- Lap Ki Chan
- Department of Anatomy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China; Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
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Wilson AD. Theoretical and practical considerations for teaching diagnostic electronic-nose technologies to clinical laboratory technicians. ACTA ACUST UNITED AC 2012. [DOI: 10.1016/j.sbspro.2011.12.053] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Chan LK, Wiseman J. Use of the one-minute preceptor as a teaching tool in the gross anatomy laboratory. ANATOMICAL SCIENCES EDUCATION 2011; 4:235-238. [PMID: 21656915 DOI: 10.1002/ase.234] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2011] [Revised: 05/14/2011] [Accepted: 05/16/2011] [Indexed: 05/30/2023]
Abstract
The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to address structure-identification questions in gross anatomy laboratory small-group settings. The OMP is an active learner-centered teaching approach that prepares students for a style of learning that they need to master in clinical settings, provides novice anatomy teachers with an efficient and effective teaching strategy, and moves anatomy learning beyond mere name tagging to active knowledge construction.
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Affiliation(s)
- Lap Ki Chan
- Department of Anatomy and Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
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Abstract
The current need to increase numbers of critical care nurses presents an exciting opportunity for nurses in staff development. Partnerships forged between university faculty and nurses have potential to recruit students into critical care settings. This article describes a course taught by faculty and practicing nurses that encourages students to pursue careers in critical care. The success of this initiative provides evidence that academic and clinical partnerships can develop a critical care nurse workforce.
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Bott G, Mohide EA, Lawlor Y. A Clinical Teaching Technique for Nurse Preceptors: The Five Minute Preceptor. J Prof Nurs 2011; 27:35-42. [DOI: 10.1016/j.profnurs.2010.09.009] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2009] [Indexed: 10/18/2022]
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Abstract
The demand for well-educated and skilled healthcare providers has never been greater. As a result, enrollment is expanding in academic settings that prepare advanced practice nurses for primary care and acute care roles. The growth in programs has led to a corresponding increased demand for clinical mentors and preceptors. The preceptors and sites must meet standards established by the academic institution, advanced practice nurse certification organizations, and state legislatures. There are a number of issues that must be considered by both students and preceptors when negotiating a clinical experience-andragological, curricular, credentialing, and legal matters must be satisfied along with meeting the clinical hour requirements. Producing a quality healthcare professional requires cooperation among the academic institution, faculty, administration, community clinicians, healthcare facilities and their staff, the students themselves, and patients who are willing to allow a student to provide care for them under the supervision of a licensed professional/preceptor.
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