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.
Highlights
Teaching within the Emergency Department (ED) demands a successful balance between providing efficient medical care while incorporating meaningful educational experiences for learners
The goal of this paper is to present the reader with a critique of 7 teaching models to optimize learner-centered teaching in busy clinical settings
Recommendation One-Minute Preceptor (OMP) is an intuitive, easy to apply clinical teaching model that emphasizes higher order learning such as clinical reasoning, includes feedback in every encounter, and is supported by the medical literature
Summary
Clinical teachers equipped with learner-centered educational strategies can create powerful learning experiences. Effective teachers identify the individual educational needs of learners, teach to those gaps, and provide feedback.[1] Given the steady stream of undifferentiated patients with wide ranging complaints, educators can transform EDs into rich learning environments. The original Five-Step Microskills model of clinical teaching is commonly known as the One-Minute Preceptor (OMP).[3] OMP is a learner-centered technique, but the momentum of the educational encounter is driven by the preceptor. It is an excellent approach for novice learners and for those unfamiliar with the technique. Not all steps need to be used in every encounter, and the order of the steps is flexible
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