The

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The One Minute PreceptorTime Efficient
Teaching in Clinical Practice
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Presentation based on materials included in
theProduced by Supported by HRSA
Family Medicine Training Grant 1 D15
PE50119-01
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The One Minute Preceptor teaching model was
developed at the Department of Family Medicine at
the University of Washington, Seattle. See
Neher, J. O., Gordon, K. C., Meyer, B.,
Stevens, N. (1992). A five-step "microskills"
model of clinical teaching. Journal of the
American Board of Family Practice, 5, 419-424.
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The One Minute Preceptor
10 Minutes of Teaching Time...
3 Minutes
Questioning
Discussion
1 Minute
Presentation
6 Minutes
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Teaching Styles

• Expert
• Socratic
• Others?
• One Minute

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The 5-Step Microskills Method

• Get a Commitment
• Probe for Supporting Evidence
• Reinforce What Was Done Well
• Give Guidance About Errors or
• Omissions
• Teach a General Principle

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Get a Commitment

• Why?
• Encourages learner to process further and
  problem solve.
• Examples...
• What do you think is going on here?
• What would you like to do next?

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Probe for Supporting Evidence

• Why?
• Helps you to assess the learners knowledge and
  thinking process.
• Examples...
• What factors support your diagnosis?
• Why did you choose that treatment?

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Reinforce What Was Done Well

• Describe specific behaviors and likely outcomes
• Why?... Behaviors that are reinforced will be
  more firmly established.
• Example I liked that your differential took
  into account the patients age, recent exposures,
  
• symptoms.

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Guide Errors/ Omissions

• Describe what was wrong (be specific), what the
  consequence might be, and how to correct it for
  the future
• Why? Corrects mistakes and forms foundation for
  improvement.
• Example During the ear exam
• the patient seemed uncomfortable.
• Lets go over holding the otoscope.

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Teach a General Principle

• Symptoms, treatment options, or resources to look
  information up
• Why? Allows learning to be more easily
  transferred to other situations.
• Examples Remember 10-15 people are carriers of
  strep, which can lead to false positive strep
  tests.

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Conclusion

• Why?...
• Limits Time.
• Directs remainder of the encounter.
• ExampleLets go back in the room and Ill show
  you how to get a good throat swab. Tell me when
  we have the results, and Ill watch you go
• over the treatment plan.

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5 Step Microskills Method

• Get a Commitment
• Probe for Supporting Evidence
• Reinforce What Was Done Well
• Give Guidance About Errors or Omissions
• Teach a General Principle

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• What makes sense in your practice?