Effects Of Instruction Research Articles

Key Determinants of Student Satisfaction in Online Learning During COVID-19: Evidence From Vietnamese Students

The adoption of online learning modalities has increasingly become prevalent, particularly with the advent of COVID-19, aiming to ensure student access to learning materials. This significant shift towards offering online educational formats compels educational institutions to alter their approach and develop curricula to guarantee an optimal student experience and satisfaction within the online environment. The aim of this research is to comprehensively examine the key factors that significantly impact the satisfaction of undergraduate students with online learning in Vietnamese universities. The quantitative research methodology was implemented through the collection of surveys from a total of 437 Vietnamese students. Utilizing the PLS-SEM statistical approach, the findings reveal that technology, communication, course, outcome, and motivation for learning have significant positive influences on students’ satisfaction with online education during the COVID-19 pandemic, while the effect of instructors’ attitude and the sudden change from traditional to online classes have been found with as nonsignificant. Valuable implications and practical recommendations are suggested for educational organizations and institutions in Vietnam to enhance specific activities that promote students’ satisfaction with online learning and improve teaching methods provided by instructors.

An Age-Progression Intervention for Smoking Cessation: A Pilot Study Investigating the Influence of Two Sets of Instructions on Intervention Efficacy

Abstract Background Research on age-progression facial morphing interventions for smoking cessation has not investigated the effect of different instructions for intervention delivery. The objective of this pilot study was to investigate the influence of two instruction types used to deliver the intervention on efficacy of the intervention. Method Women were recruited and randomly allocated to an age-progression intervention session with (i) neutral instructions; (ii) instructions designed to reassure; or (iii) a condition that controlled for participant engagement (“control”). The conditions were delivered in a one-time procedure, after which primary (quitting intentions) and secondary (cigarettes/week, quit attempts) outcomes were measured immediately post-intervention, and at 1 and 3 months. Results Seventy-two women (M = 25.7; SD = 0.9) were recruited and randomly allocated to condition (Neutral n = 27, Reassuring n = 22, Control n = 23). Quitting intentions were higher in the Reassuring versus Control arm (3 months post-intervention, F = 4.37, p = 0.016, 95% CI [0.231, 2.539], eta2 = 0.11); quit attempts were greater in the two intervention arms (58%) versus Control (1-month post-intervention, 15%) (χ2 = 9.83, p < 0.05, OR 1.00 [0.28, 3.63]). Conclusions Findings highlight the importance of optimising instructions to enhance intervention efficacy. Trial Registration clinicaltrials.gov Record: NCT03749382.

The Impact of Collaborative Instruction on Enhancing EFL Learners' Writing Proficiency

Writing is an important communicative language skill. It is an activity that requires a mental effort to “think out” the sentences and the ways of joining them to be meaningful and communicative. The present study was set up to the effectiveness of collaborative instruction on developing EFL students’ writing ability and also to delve into their attitudes towards it. For this purpose, 30 EFL students(18-25) studying at Gelisim University in Turkey were chosen by quasi-experimental research design with a pre-test, treatment, and post-test design using intact EFL classrooms. The obtained data was analyzed using the T-test. The results of the data analysis indicated that there was a positive and significant impact on the development of learners’ academic writing skills. Therefore the importance of writing in international communication and the complexity of this skill necessitate the application of appropriate teaching and learning strategies and approaches.

The Effects of Derivational Suffix Instruction on English Vocabulary Knowledge in Thai High School Learners

This study investigated the effect of derivational suffix instruction on vocabulary knowledge. Fifty-eight high school learners were recruited to participate in the study. The learners were divided into control (n = 29) and experimental (n = 29) groups. The experimental group received a Fundamental English II course with an emphasis on derivational suffix instruction, whereas the control group only received a Fundamental English II course. Two receptive and productive derivational suffix tests were designed and validated to measure high school learners’ suffix knowledge. A questionnaire was also administered to explore the experimental participants’ perceptions of derivational suffix instruction in facilitating vocabulary knowledge. Descriptive and inferential statistics were conducted to analyse the quantitative data, including pair-sample t-tests and independent-sample t-tests. The results showed that high school learners in both groups performed significantly better on the posttest than on the pretest. The results also revealed that experimental learners significantly outperformed their control counterparts. These findings suggest the efficacy of derivational suffix instruction on English vocabulary knowledge in Thai high school learners. In addition, the questionnaire analysis indicated that high school learners had positive perceptions towards derivational suffix instruction as a method to improve their vocabulary knowledge. Together, the current findings highlight the importance of derivational suffixes in vocabulary acquisition and development. Other relevant implications and suggestions for future studies are also discussed.

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

BackgroundUpper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.MethodsThis study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions.ResultsFindings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.ConclusionsMorphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues

In video lectures, instructors often use spontaneous emotional expressions (facial expressions, tone of voice) and visual cues (underlining, circling) to guide students’ attention toward key instructional information. While previous research has confirmed the benefits of visual cues in guiding attention and processing specific information, there’s a notable gap in understanding the role of emotional expression in this context. Moreover, there is a lack of comprehensive exploration regarding the specific design of both behaviors (whether they emphasize the same instructional information) and their effect on students. This study conducted two experiments. Experiment 1 first confirmed the guiding effect of an instructor’s emotional expression on students, establishing the foundation for our research. Additionally, Experiment 1 explored the impact of the consistency/inconsistency of facial expressions and tone of voice, including student motivation, cognitive load, and learning performance. Results revealed the benefits of consistent positive emotional expressions on motivation and transfer performance, and the benefits of consistent negative emotional expressions on retention performance. Furthermore, we found that tone of voice was a key factor in guiding students, while facial expressions were associated with students’ immediate memory. Building upon Experiment 1, Experiment 2 introduced visual cues to investigate the combined impact of these two guiding behaviors on students. Results regarding emotional expressions were replicated, confirming the positive effects of both. Moreover, we found that the irrelevance of visual cues weakened the guiding influence of emotional expression on students, leading to the loss of relevant information. Therefore, we suggest encouraging instructors to convey positive emotions to enhance the learning experience while emphasizing key information through negative emotional expressions accompanied by visual cues. Additionally, minimizing or concealing visual cues whenever possible is advisable when delivering content beyond visual representations.

Individualized Technique Feedback for Instant Technique Improvements and Knee Abduction Moment Reductions - A New Approach for 'Sidestepping' ACL Injuries?

Sidestep cutting technique is highly individual and has been shown to influence knee joint loading. However, studies assessing whether individualized technique feedback improves technique and ACL injury-relevant knee joint loads instantly in a sport-specific task are lacking. To determine the instant effects of individualized augmented technique feedback and instructions on technique and the peak external knee abduction moment (pKAM) in a handball-specific sidestep cut. Additionally, to determine the effects of technique modifications on the resultant ground reaction force and its frontal plane moment arm to the knee joint center. Controlled laboratory cohort study. Three-dimensional biomechanics of 48 adolescent female handball players were recorded during a handball-specific sidestep cut. Following baseline cuts to each side, leg-specific visual and verbal technique feedback on foot strike angle, knee valgus motion, or vertical impact velocity using a hierarchically organized structure accounting for the variables' association with performance was provided. Subsequently, sidestep cuts were performed again while verbal instructions were provided to guide technique modifications. Combined effects of feedback and instructions on technique and pKAM as well as on the resultant ground reaction force and its frontal plane moment arm to the knee joint center were assessed. On average, each targeted technique variable improved following feedback and instructions, leading to instant reductions in pKAM of 13.4% to 17.1%. High inter-individual differences in response to feedback-instruction combinations were observed. These differences were evident in both the adherence to instructions and the impact on pKAM and its components. Most players were able to instantly adapt their technique and decrease ACL injury-relevant knee joint loads through individualized augmented technique feedback, thereby potentially reducing the risk of injury. More research is needed to assess the retention of these adaptations and move towards on-field technique assessments using low-cost equipment. Level 3.

읽기곤란 초등학생의 하위 유형별 어휘 중재 효과

The purpose of this study is to explore the heterogeneity of subtypes among elementary school students with reading difficulties and to determine the effects of the vocabulary intervention program. The participants of the study were 200 students from S city in Gyeonggi-do, who participated in the 'Saerabaeum' reading intervention program, a cooperative educational project between S University and S city from 2021 to 2023. A universal screening test was conducted on 4,747 students in grades 3-5 of elementary schools participating in the project over three years, from which 200 students with reading difficulties were selected. Tier 2 level small group reading interventions were provided, and the heterogeneity of subtypes was identified using Latent Profile Analysis (LPA). In addition, to assess the effect of the vocabulary instruction over time, hierarchical linear modeling (HLM) was utilized based on the scores of five vocabulary tests including pre-tests, 1st through 3rd progress monitoring tests, and post-tests for 85 students who received vocabulary instruction. Finally, the baseline scores and slopes of progress for students who received individual vocabulary intervention at the Tier 3 level and those who received small group vocabulary intervention at the Tier 2 level were plotted using graphs functions in the Excel. The discussion and significance of each research result suggest effective vocabulary intervention methods and models for students struggling with reading.

A comparison of the effects of web-based vocabulary instruction vs. the conventional method on EFL learners' level of L2 lexical knowledge

Web-based training is a contemporary approach acknowledged as a proficient pedagogical strategy for imparting knowledge on L2 lexical items. The objective of this study was to investigate if the utilisation of web-based activities for teaching vocabulary items yields distinct outcomes in terms of acquisition and retention of L2 lexical items, as opposed to conventional procedures. Sixty university students at an intermediate level of English as a Foreign Language (EFL) were purposefully chosen for this study. These participants were then divided into two separate groups. The participants in the experimental group received instruction on the target vocabulary items in a computer-supported classroom. In this setting, they could practice the lexical items interactively through web-based activities. On the other hand, the control group was given the exact target words using traditional instruction methods to maintain consistency. However, students in the control group did not have the opportunity to engage with the dynamic and active nature of the web-based instructional environment. The findings of the study, which involved the administration of the Vocabulary Levels Test and subsequent analysis utilising tests and Analysis of Variance, revealed that English as a Foreign Language (EFL) learners saw more improvement in their acquisition of second language (L2) lexical items when taught through web-based activities compared to traditional teaching methods. The implications of the data suggest that L2 teachers can enhance their teaching method by including web-based and online activities to educate students on how to acquire new vocabulary items effectively.

The Effect of VR-based Instruction on the Acquisition of Barista-related Skills and Vocabulary in Students with Intellectual Disabilities

The Effect of VR-based Instruction on the Acquisition of Barista-related Skills and Vocabulary in Students with Intellectual Disabilities

Teaching a foreign language to students with autism via telehealth in inclusive school settings

AbstractThe purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs.

When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction

Supplemental instruction, also known as Peer Assisted Study Sessions (SI-PASS), is a well-established form of peer learning that has been implemented in higher education institutions across the globe and that coincides with learning gains for participants. While the effects on learning gains have been extensively studied with quasi-experiments, the underlying mechanisms that make SI-PASS effective are less well understood. This study explored what benefits students thought SI-PASS offered and through which mechanisms. We studied this by interviewing 14 students who participated in SI-PASS during a field experiment that reliably found a significant impact of SI-PASS on performance. The students were asked to expand on if and why they thought SI-PASS was effective. Thematic analysis and independent coding indicated an interplay of three main drivers. SI-PASS was experienced as effective because it stimulated the use of effective study techniques and social learning. These drivers were facilitated and enhanced by a pedagogical climate that lowered the threshold to engage in collaborative learning and effective study techniques. These findings could help pinpoint what elements should be highlighted during the preparation of SI-leaders and what aspects should be monitored and tested when implementing or studying SI-PASS.

Analysis of the Construction of Tennis Technology Teaching System in Physical Education Based on Fuzzy Mathematics

This research looks at how fuzzy mathematics may be used in the development of a tennis technological instructional system in PE. Tennis players will learn how to operate the system while it is being built. The goal is to enhance both the teaching and learning of tennis skills by establishing a technique that is simultaneously comprehensive and effective. The approach considers factors including player ability, court conditions, and equipment choice, all of which affect tennis effectiveness and skill acquisition. The system makes use of a number of different methods, including fuzzier logic and fuzzy sets. The proposed method aims to optimize the teaching procedure for teaching tennis in physical education classrooms, with the ultimate objective of improving the overall effectiveness of tennis instruction. Customized comments and flexible teaching strategies will help us reach our goal. A lot of progress has been achieved in Asia over the past couple of decades in what is being called the "global fitness campaign." Everyone's day now includes some kind of sporting activity. Colleges and universities, as incubators of talent, have started adapting their methods of teaching physical education in order to produce more people with high levels of competitiveness, pedagogical skill, and social flexibility. More specifically, people with such skills will be able to compete favorably, educate others effectively, and integrate into their new environments. In an effort to modernize the way physical education is taught in higher education, several institutions have begun introducing the notion of multiple intelligences to their students. This work is part of a larger movement to modernize the way K–12 and higher education institutions teach physical education. It provides a thorough illustration of the benefits that the theory of several different intelligences brings to the classroom placement of physical education by analyzing both the concept and the substance of the theory of many abilities as well as contrasting it to the conventional method for instructing physical education. In this study, an educational model predicated on the idea of many intelligences is built using fuzzy mathematics and the fuzzy set approach. The theoretical basis for the model further, we investigate experimental approaches to teaching Tennis in higher education. This study's overarching goal is to improve physical education instruction at universities. We evaluate college Tennis coaching in order to learn more about the students' understanding of sports technology, their capacity for constructive thought, and their skills as future educators. We employ the theory of multiple intelligences as a theoretical framework to guide our investigations. The results of the research show that the educational technique, which was driven by the idea of multiple intelligences, was adapted to the unique cognitive styles of the students who took part in the trials. Teachers and students spoke to one another during class, which boosted students' capacity for critical thinking.

Design and Integration of Intelligent Classroom for Preschool Education Majors Based on Computer Visual Recognition Technology Computer

Childhood development students may greatly benefit from the creation and implementation of a cognitive smart lesson that utilizes computer vision technologies. By analyzing and interpreting visual information gathered during lessons in real time, this equipment may be utilized to improve instruction while giving pupils more opportunities for individualized education. Participants' existence, gestures, and movements may be detected in interactive classrooms by installing many sensors and analyzing the resulting pictures via artificial intelligence techniques. This information is then utilized to give pupils more specific input, modify the learning method, and pinpoint problematic areas for improvement. Implementation of such devices in school settings has the potential to raise educational standards by promoting greater pupil involvement and engaged study. In addition to tracking learner growth, instructors may utilize such equipment to pinpoint areas of struggle so they can better customize the material for every learner. One objective of such a study is to create an engaging picture-based study and teaching platform tailored to preschoolers by using intelligent sensing' picture-of-image technologies. Utilizing the algorithm for BP neural networks and the ImageNet, Microsoft Common Objects in Context (MS COCO) , Modified National Institute of Standard and Technology (MNIST), and Chars74K datasets, this article creates a photograph recognition framework that can carry out the majority of its identification acts and integrates it into the educational program using an imagine for pictures. The picture machine learning algorithm has a high precision rate, with a total precision rate of 85.16%. The system offers an improved identification rate, greater instructional effectiveness, and more interactive features than the conventional approach to early childhood education. It has an excellent dynamic impact on learning because it can identify nearly every one of the items kids touch. Early childhood children may benefit greatly from an extra dynamic and individualized educational setting made possible by the introduction of technological vision technologies into a smart teaching. The adoption of computerized visual identification technologies within intelligence classrooms may not only improve the educational and learning experience but also provide vital data for research. Researchers and instructors may learn more about students' learning styles and most beneficial methods of instruction via real-time monitoring of pupil conduct and educational patterns. This information may be utilized to better improve the field of pediatrics by informing the creation of new methods of instruction, resources for learning, and technological tools.

Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science

ABSTRACT This study investigated the effect of explicit and reflective activity-based instruction (ERABI) on senior secondary physics students' views towards the Nature of Science (NOS) in Rwanda. We administered a questionnaire on NOS to a sample of 148 participants enrolled in the senior five physics-chemistry-biology combination. A mixed research approach that embedded a quasi-experimental non-equivalent control group design (experimental and control) was used. After the intervention which lasted for six weeks, a significant change in students' views about NOS was noted in all targeted NOS aspects in this study. The study found that the effect size of the intervention was large for all seven NOS aspects as eta squared was above 0.4 for targeted NOS aspects; moreover, a very large effect was noted for four NOS aspects, tentative nature (0.709), social and cultural contexts in science (0.605), creativity and imagination (0.562), and observation and inference (0.518). The normalised gain for all these aspects was also found to be high. We also found that the change in students' understanding pf NOS is not affected by school location (rural or urban), school status (day or boarding school) and gender. Therefore, the implementation of ERABI seems to provide an answer to promote the standard understanding of NOS.

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

AbstractStudents’ proficiency in the language of instruction is essential for their mathematical learning. Accordingly, language-responsive instruction, which includes adapting teaching material to students’ language needs, is thought to promote mathematical learning, particularly for students with lower levels of proficiency in the language of instruction. However, empirical evidence for the effectiveness of this type of instruction in heterogeneous classrooms is scarce, and potential differential effects for learners with different learning prerequisites still need to be studied. The present study examines whether language-responsive instructional materials can promote students’ learning of fractions. We conducted a quasi-experimental intervention study with a pre- and posttest in Grade 7 (N = 211). The students were assigned to one of three instructional conditions: fraction instruction with or without additional language support or to a control group. The results showed that both intervention groups had higher learning gains than the control group. However, students with lower proficiency in the language of instruction benefited more from fraction instruction with additional language support than without it. The opposite was true for students with higher proficiency in the language of instruction. Moreover, learning gains depended on students’ levels of mathematics anxiety. Our study contributes to a more detailed understanding of the effectiveness of language-responsive instruction in heterogeneous classrooms.

Success of university students in preparing hots questions using assignment-based direct instruction

The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry

This study investigates the effect of Supplemental Instruction (SI) on students’ motivation and learning outcomes in an introductory Organic Chemistry course for non-majors. SI, conducted by experienced facilitators, offers a range of academic support for students that may include reviewing challenging concepts, working through practice problems, and answering student questions. To assess the impact of SI in this Organic Chemistry course, we measured several parameters: student engagement during SI sessions, exam scores and final course grades, as well as self-reported motivation levels at both the beginning and end of the semester. We performed a linear regression analysis and observed a positive correlation between SI participation and improved performance on certain exams for SI participants. Further analysis showed that student motivation alone could be driving these improvements. These results suggest that while SI may be beneficial for some students, greater emphasis should be placed on ensuring that students are motivated to learn difficult concepts.

Observe, Practice, and Improve? Enhancing Sidestep Cutting Execution in Talented Female Soccer Players: A Four-Week Intervention Program With Video Instruction.

Nijmeijer, EM, Kempe, M, Elferink-Gemser, MT, and Benjaminse A. Observe, practice and improve? Enhancing sidestep cutting (SSC) execution in talented female soccer players: A four-week intervention program with video instruction. J Strength Cond Res XX(X): 000-000, 2024-Implicit learning has the potential to improve movement execution and reduce injury risk. Previous research showed beneficial effects of short-term interventions with implicit learning in male athletes. However, research on long-term interventions in female athletes is lacking. The aim of this study was to examine the effects of a 4-week intervention with video instruction on movement execution of SSC, a task that is highly related with anterior cruciate ligament (ACL) injury risk, in female athletes. Twenty talented adolescent female soccer players were part of the control (CTRL, n = 10) or video instruction (VIDEO, n = 10) group. All subjects practiced 4 weeks and received general task instructions. In addition, the VIDEO group received expert video instruction during practice. Lower extremity kinematics and kinetics and vertical ground reaction force of SSC were examined during baseline, immediate post, and 1-week retention tests. After nonlinear registration, differences between each subject and the expert she had seen were determined. These differences were analyzed with SPM1D 2-way ANOVA. No interaction effects between time and group were found (p > 0.05). Main effects of time were found in the frontal plane. In particular, smaller deviations of subjects compared with the seen expert of the knee adduction (p = 0.005, 97.9-100% stance phase [SP]) and hip abduction (p = 0.005, 11.5-13.8% SP) and adduction (p < 0.001, 33.4-87.7% SP) moments were found in immediate post compared with baseline. These frontal plane short-term improvements, replicating earlier findings in both sexes, may lower ACL injury risk. The large observed interindividual differences over time may have concealed the long-term effects of video instruction at the group level.

Evaluation of the one-minute preceptor as a teaching method for family medicine residents

Background and objective: Health professionals struggle to appropriately train resident doctors in overcrowded medical centers. The one-minute preceptor teaching approach is an effective teaching model that provides a solution to the problem. This study aims to determine the effectiveness of a one-minute preceptor in improving the clinical teaching skills of supervisors and the critical thinking skills of residents and to assess the residents' and supervisors’ attitudes toward a one-minute preceptor. Methods: From October 1, 2021, to February 28, 2022, a cross-sectional study was conducted in the Family Medicine department at Hawler Medical University, in Erbil, Iraq. Eight family medicine supervisors and 30 resident doctors at the specialized Family Medicine Health Center were involved in the study. Pre-and-post assessment questions were administered to the supervisors before and after one-minute preceptor training to assess their knowledge. Kirkpatrick's evaluation model was used to evaluate supervisors’ knowledge and application of skills after training, and to assess whether intended outcomes occurred with the residents. Results: All supervisors agreed that this approach to teaching should be incorporated into medical education (50% agreed and 50% strongly agreed) and improved their teaching skills (75% agreed, 25% strongly agreed). More than half of the residents agreed that this new teaching method should be incorporated into medical education. (50% agreed and 10% strongly agreed) Conclusion: The one-minute preceptor teaching model intends to provide doctors with an effective framework to improve their instructional effectiveness.