Minute Preceptor Research Articles

Effectiveness of Interventions to Improve Preceptor Performance in Nursing Student Competencies

Perceptors need to be proficient in clinical teaching and assessment in reaching learning objectives while handling client caseload and delivering safe and efficient care. However, evidence to inform best practices for mentor development is limited, as is evidence regarding the efficacy of programs for the mentor role. This study aims to analyse interventions to improve preceptor performance on nursing student competencies. Methods: This study employs a systematic review, with study literature gathered from multiple electronic databases, including Pubmed, Science Direct, ProQuest, and SAGE using a PRISMA flow guidline. Data was collected by searching for research for 2019-2024 and searches were conducted until March 4, 2024. The keywords used are "Intervention" "Improve" "Preceptor" "Student Nursing Performance". Eligible studies require the use of quasi-experiments to identify interventions to improve preceptor performance in the competence of nursing students in different data base sources. Results: A total of 12 articles were analyzed because they provide information about interventions to improve preceptor performance in the competence of nursing students. Five articles on Randomized Controlled Trials, 7 articles using Quasi-experimental design. This article recommends an intervention clinical teaching on One Minute Preceptor because it is effective and can be used in a limited time. Conclusions: Overall, research shows that nursing education should improve recent graduates' readiness to achieve competence. Nurse educators should facilitate comprehensive assistance in order to enable students to acclimatise to the nursing profession’s culture before beginning their clinical education.

USING OF THE MODELS IN PRACTICE-ORIENTED EDUCATION DURING LEARNING OF PEDIATRIC DENTISTRY

Teachers of clinical departments of establishments of higher medical education are faced with the problem of practical training of students, and many methods have been proposed for its improvement.
 The purpose of the study was to consider the models of practice-oriented education that can be used
 during the teaching of pediatric therapeutic dentistry.
 One Minute Preceptor model is used by the teacher during a 1-5-minute conversation with the student to guide diagnostic and treatment processes; initially a student examines a patient, then presents the clinical case, after which the teacher manages his behavioral reactions.
 SNAPPS model (Summarize + Narrow + Analyze + Probe + Plan + Select) describes 6 stages of the clinical training. The model includes analysis of the medical history and examination methods, choice of the diagnoses for differential diagnostic, proper differential diagnosis, questions to the teacher about uncertainties, discussion of patient’s treatment plan and questions and sources related to the clinical case for independent processing.
 Within the framework of pattern recognition and reproduction model (standard cases), student talks about the main problem that worries the patient and offers his diagnosis based on key symptoms during 30 seconds. Teacher personally examines patient, makes a diagnosis or discusses why it cannot be made with certainty, and evaluates the student’s actions.
 All described models of practice-oriented learning improve the expression of reasoning without much impact on the time spent for case presentation. Pattern recognition and reproduction model is especially useful in dentistry to recognize widespread clinical cases. One Minute Preceptor model, which involves the initiative and mentoring role of the teacher, fits well for beginners, while SNAPPS model, that focused on independent work of students, for strong students.

Effects of SNAPPS in clinical reasoning teaching: a systematic review with meta-analysis of randomized controlled trials.

Clinical reasoning is crucial in medical practice, yet its teaching faces challenges due to varied clinical experiences, limited time, and absence from competency frameworks. Despite efforts, effective teaching methodologies remain elusive. Strategies like the One Minute Preceptor (OMP) and SNAPPS are proposed as solutions, particularly in workplace settings. SNAPPS, introduced in 2003, offers a structured approach but lacks comprehensive evidence of its effectiveness. Methodological shortcomings hinder discerning its specific effects. Therefore, a systematic review is proposed to evaluate SNAPPS' impact on clinical reasoning teaching. We searched PubMed, EMBASE, and CINAHL for randomized controlled trials (RCTs) comparing SNAPPS against other methods. Data selection and extraction were performed in duplicate. Bias and certainty of evidence were evaluated using Cochrane RoB-2 and GRADE approach. We identified five RCTs performed on medical students and residents. Two compared SNAPPS with an active control such as One Minute Preceptor or training with feedback. None reported the effects of SNAPPS in workplace settings (Kirkpatrick Level 3) or patients (Kirkpatrick Level 4). Low to moderate certainty of evidence suggests that SNAPPS increases the total presentation length by increasing discussion length. Low to moderate certainty of evidence may increase the number of differential diagnoses and the expression of uncertainties. Low certainty of evidence suggests that SNAPPS may increase the odds of trainees initiating a management plan and seeking clarification. Evidence from this systematic review suggests that SNAPPS has some advantages in terms of clinical reasoning, self-directed learning outcomes, and cost-effectiveness. Furthermore, it appears more beneficial when used by residents than medical students. However, future research should explore outcomes outside SNAPPS-related outcomes, such as workplace or patient-related outcomes.

The “Five Minute Preceptor Model”: Development and evaluation of a training course for preceptors in nursing practical education in Austria: A pilot study

Objective: The “Five Minute Preceptor Model” (5MP) is a teaching method which addresses the training needs of students within clinical placements. Investigation of its applicability for nursing education is equally missing as research on designing effective 5MP trainings for nurse preceptors. Aim of the pilot study was to develop and evaluate a 5 MP training and to assess its impact by measuring the utilization of the 5MP steps by the nurse preceptors.Methods: A quantitative design was used to evaluate the training directly after attendance, using descriptive statistics for data analyzes. The application of the 5MP steps was investigated before and six months after training using Wilcoxon test for statistical analyzes. A significance level of p < .05 was set. Comparative factor analysis was used to examine the 5MP model itself.Results: Participants (N = 92) overall rating of the trainings was high. The higher they rated the trainings the more they would applicate the 5MP in future preceptorship. Newsworthiness of the training was designated high but no difference was found in the application of the 5MP steps prior and after attendance of the training. Comparative factor analysis indicated that the 5MP steps were seen as more important after the training.Conclusions: The results suggest that the training is suitable for teaching nurse preceptors to use the 5MP. Although no significant differences were found in pre- and post-training usage, the comparative factor analysis shows increased knowledge through training attendance. Larger studies are needed to gain deeper insights into the 5MP model.

EFFECTIVENESS OF ONE MINUTE PRECEPTOR MODELAND SNAPPS MODELAS CLINICAL TOOLS FOR POSTGRADUATE TEACHING - A COMPARATIVE STUDY

Introduction: One minute preceptor (OMP) and SNAPPS are two newer assessment methods that also can be used as teaching learning methods to impart better clinical reasoning and critical thinking among residents. Here in this study an attempt was made to compare them with one another and collect the student's perception towards these two methods. Methods: The study was conducted in thirty eight postgraduate students. After the introduction class each student was made to discuss eight simulated cases each in OMP and SNAPPS formats from different areas of clinical medicine over the period of seven months. These encounters were assessed with various predetermined parameters to compare performance of students in OMPand SNAPPS formats. Following the last encounter feedbacks were collected from all students in a Likert's scale format regarding their perception towards both the methods and that was also analyzed in detail. Results: Students could present cases more easily and could bring up uncertainties and learning points about the cases. Students could come up with signicantly more differential diagnoses with justications, narrate more realistic and appropriate management plans with the SNAPPS method compared to OMP. The participating students rated both OMP and SNAPPS as very helpful methods for teaching and learning with the latter method considered better of two. Conclusion: Both OMP and SNAPPS methods had shown to improve critical thinking and clinical reasoning of a postgraduate along with boosting their condence levels and making case presentations easier. SNAPPS was found to be a better clinical tool than OMP.

Improvement Of Critical Thinking Ability for Nurses Professional Students with Five Minute Preceptor Clinic Guidance Method

Improvement Of Critical Thinking Ability for Nurses Professional Students with Five Minute Preceptor Clinic Guidance Method

Nurse practitioner preceptor education to increase role preparedness.

The public has become aware of the need for nurses and nurse practitioners in primary care with the widespread public health crisis. As the need for nurses and nurse practitioners grows, there is a need for the clinical educator and preceptor. However, preceptors have noted barriers to precepting such as time constraints, lack of preceptor role education, and role preparedness. Currently, neither preceptor role development nor education has been implemented within a local institution. Preceptor vocalization led the charge for preceptor role development education within the institution. This quality improvement project focused on the preceptor role preparedness and education. A convenience sample was recruited from a large, diverse academic institution. The modified Clinical Supervision Self-Assessment Tool-Skills was utilized to determine the effectiveness of online education in preceptor role preparedness. An online, self-directed, evidence-based preceptor education webpage with easily reproducible information related to collaborating with students and faculty situations. Literature, such as the One Minute Preceptor, Ask, Tell, Ask, and engaging student scenarios, was included from the literature review. A voice-recorded PowerPoint summarizing the webpage was included with a transcript for accessibility. A paired t-test was used to assess the mean differences between the preintervention and postintervention periods. The results indicated the online preceptor education was effective. Preparing nurse practitioner preceptors for their roles benefits the health care system. An online, self-directed, evidence-based preceptor education webpage can be beneficial in future preceptor education planning.

The One Minute Preceptor: A Vital Tool During COVID-19.

The One Minute Preceptor (OMP) model of teaching has an important role to play during the COVID-19 pandemic. It's quick and easy to learn and can be applied to any clinical setting. By responding directly to a student's needs, and building on the knowledge they already hold, the OMP is able to offer relevant and opportunistic teaching that the learner can immediately apply. Finally, the OMP can be taught in under two hours meaning medical staff not used to regularly teaching can develop the confidence to offer high quality educational interventions.

Perbedaan Pencapaian Kompetensi Mahasiswa Ners (Komunikasi, Keterampilan dan Perilaku Profesional) Antara Stase Keperawatan Anak Dengan Keperawatan Maternitas Sesudah Intervensi Metode Bimbingan One Minute Preceptor (OMP) pada Preceptor di Kota Bengkulu

Professional nurse competence is measured through a competency test conducted by the Ministry of Research, Technology and Higher Education (Kemenristek Dikti, 2015). The evaluation results obtained show that from year to year the graduation rate fluctuates. In 2016 the graduation rate was 53.46%, in 2017 the graduation rate was 50.58%, in 2018 the graduation rate was 50.38% and in 2019 the graduation rate for ukom was 64.6% (Kemenristek Dikti, 2019). The data above shows that the national pass rate for the nurse competency test still needs to be improved. This study aims to compare the effectiveness of the One Minute Preceptor (OMP) guidance method on the competency of the stage of Child Nursing and Maternity Nursing in Nursing Profession Students at Dehasen University, Bengkulu City. This type of research is the type of this research is quantitative with a quasi experimental design post test only design. The sample in this research was 30 students. Sampling with total sampling. The mean post-test scores for knowledge, attitudes, skills and cumulative preceptors were higher than the pre-test scores. The average achievement of the communication scores, skills and professional behavior of the students in the maternity nursing stage was higher than that of the children in the nursing stage. There are differences in the achievement of student competencies (communication, skills and professional behavior) between the stage of child nursing and maternity nursing after the intervention of the One Minute Preceptor (OMP) guidance method on the preceptor. It is expected that the preceptor can apply the One Minute Preceptor (OMP) guidance method to every student who is carrying out his practice.

A Novel Virtual Emergency Medicine Residents-as-Teachers (RAT) Curriculum.

The Residents-as-Teachers (RAT) curriculum is designed for emergency medicine (EM) residents of all years (PGY1-4). The curriculum is divided into three hour-long sessions. The entire curriculum can be run as a single block or can be spread out over multiple days. The Accreditation Council of Graduate Medical Education (ACGME) and the Liaison Committee on Medical Education (LCME) both require residents to receive training in teaching medical students and junior residents. They also require opportunities for residents to participate in teaching and be assessed on their effectiveness in this role.1,2 However, the ACGME does not provide guidance or require formal curricula on molding residents into effective teachers. Many programs and institutions have incorporated RAT curricula as a solution to provide residents with the skills necessary to create an excellent educational environment for junior learners. These curricula have been embraced by many specialties, including Emergency Medicine (EM).3-6 The effectiveness of the teaching received during the clinical rotations has important long-term effects on medical students, and may impact their future career choices in medicine.6The COVID-19 pandemic has also required education institutions to vastly alter the delivery of their didactics, including moving to a virtual platform. A completely online format has many benefits that extend beyond the pandemic, such as easier access to participants (including those off-service or at remote sites), no requirement for a physical space, and easier recording of sessions. To provide residents with an introduction to teaching techniques that can be utilized on-shift to facilitate an excellent educational experience for junior learners while balancing the resident's patient care responsibilities. The educational strategies used in this curriculum include PowerPoint (Redmond, WA) slideshows given by a live presenter via the telecommunications platform Zoom (San Jose, CA), viewing of videos demonstrating curriculum topics, simulation-based learning through role-play, and small-group discussions including simulation debriefing. A survey was distributed to residents before and following the completion of the three training sessions to assess resident satisfaction with the delivery of the content and comfort with the teaching tools discussed. Suggestions on potential improvements were also assessed to inform changes to future iterations of the curriculum. Comfort regarding the included teaching tools was assessed using a five-point Likert scale. After completion of the curriculum, rotating medical students were provided with an evaluation form to assess if residents were teaching using the techniques from the course. Both the pre-curriculum and post-curriculum surveys had a response rate of 61.1%. Student's t-test showed a statistically significant increase in mean resident comfort level with the teaching strategies post-curriculum (3.05 to 3.83, p < 0.01). Medical student evaluations have shown, overall, that the majority of residents are utilizing the education techniques on-shift. There were no significant differences found in medical student perception of resident use of taught skills between those who had and had not attended the sessions. However, all but one assessed skill showed higher utilization in those who had attended the correlating session. The educational content was effective in improving the residents' comfort with the teaching strategies presented, and residents are utilizing these techniques on-shift. Through implementation, we discovered that presenting a curriculum over video conferencing required additional administrative support to help ensure efficacy of break-out groups. Based on resident feedback after the first session, multiple changes were made, including providing residents with hand-out references for use during the role-playing sessions. The success of this curriculum demonstrated the feasibility and utility of running a RAT curriculum entirely in a virtual format. Residents-as-teachers, distance learning, role-playing, virtual curriculum, video conferencing, One Minute Preceptor, feedback, "What if?" game, Aunt Minnie, SPIT, activated demonstration, self-directed teaching tools, teaching scripts, Post-It Pearls.

English

BACKGROUND In Punjab Institute of Medical Sciences, Jalandhar, one minute preceptor (OMP) is the 1st such teaching - learning tool, which has been used in the Department of Obstetrics and Gynaecology in a busy out-patient set up for effective clinical teaching for interns. We wanted to assess the perception of interns for acceptability of one minute preceptor as a teaching tool in Obstetrics &amp; Gynaecology Department. We also wanted to assess the feasibility &amp; acceptability of one minute preceptor as a teaching tool for the faculty in the Department of Obstetrics &amp; Gynaecology in PIMS. METHODS A prospective cross-sectional study was done in Punjab Institute of Medical Sciences, with 30 interns posted on rotational duty in the Department of Obstetrics &amp; Gynaecology. 6 faculty members were sensitized along with interns for teaching one minute preceptor. 3 sessions were conducted with 3 different topics. Thereafter perception of interns &amp; faculty was obtained through validated questionnaire. Data analysis was done by calculating percentage &amp; frequency. Qualitative analysis was done by thematic analysis and word cloud. RESULTS Almost all learners agreed that one minute preceptor (OMP) is better than traditional teaching methods as it helps in building concepts of the subject. 83.3 % interns admitted that OMP brings out the strengths &amp; weakness in them. All learners were of the view that OMP enhances clinical reasoning skills. All members of the faculty agreed that all domains of learning are assessed during OMP and felt that OMP can be used as a teaching tool in busy OPD. CONCLUSIONS One-minute preceptor has been proved to be an effective teaching tool in the busy OPD set up. It helps to teach essential skills to diagnose &amp; manage common Obstetrical &amp; Gynaecological problems in a short span of time. KEYWORDS One-Minute Preceptor (OMP), Obstetrics &amp; Gynaecology (OBG), Teaching Tool, Internship, Out-Patient Department (OPD)

Socratic Method of Teaching in Medical Education

Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.

Effect of one minute preceptor (OMP) model in learning of core competencies in Pharmacology

Introduction: Knowledge and competencies regarding Pharmacology are found difficult to be taught by the traditional teaching methodologies alone. One minute preceptor (OMP) model is an innovative method of teaching and learning activity which is being used to improve reasoning skills in clinical settings but also can be used with modification to improve work place based learning in nonclinical subjects. We conducted OMP for the first time among undergraduate students with the aim of imparting better understanding of basic competencies in Pharmacology and better clinical application of concepts. Materials and Methods: This was a quasi experimental interventional study. Participants included 60 undergraduate second BBS students that were randomized to the OMP group (n = 30) or to the traditional group (n = 30) and 12 faculty members. Six competencies of Pharmacology were selected and validated by the content experts followed by development and validation of six case scenarios from the topics chemotherapy and cardiovascular system (CVS) with regards to the particular competency. One case scenario was developed for one competency. The selected topics had already been covered in didactic lecture. Validated pre/post-test questionnaire and feedback perception questionnaire were developed. Faculty and students were sensitized with the OMP method of teaching with short interactive lecture and role play. Immediate cognitive gain was assessed using pre- and post-tests for each intervention. Formative assessment after 2 months was done to assess long term impact using structured viva. All the questions were based on clinical application with regards to the competencies. Students’ and faculty perceptions were analyzed using feedback questionnaire on a 5-point Likert’s scale. Paired t- test was adopted to assess pre/post scores for immediate effect of learning. Unpaired t-test was conducted to compare viva scores between two groups to assess long term impact. Results: Analysis of results of the both group revealed that OMP group scoring was significantly higher than the traditional group .The average perception on Likert’s scale was between 4(agree) and 5(strongly agree). The OMP model of teaching learning in pharmacology was well perceived by the students and faculty. Teaching skills of the faculty were also improved. Conclusion: Faculties and students rate OMP as more effective model of teaching than traditional model. Students feel confident in applying concepts in clinical settings. OMP promotes self directed learning .and encompasses all three domains- cognitive, psychomotor and affective. Keyword: OMP, Undergraduates, Competencies, Pharmacology

From Student to Teacher: Medical Student Perceptions of Teaching Children and a Novel Application of the One Minute Preceptor

Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach.&#x0D; Methods: We administered surveys to 1st, 2nd and 4th year medical students asking about perceptions of teaching. The surveys were completed in the Fall (2019) and again in late Spring (2020). In the interim, students were given the opportunity to teach 5th graders during an outreach program. We gave the medical student volunteers a brief interactive session about the One Minute Preceptor (OMP) as a tool to teach the children. In the Spring survey, medical students who used the OMP were also asked about its utility in the pediatric setting.&#x0D; Results: Seventy-four students completed survey 1 and, of these, 51 completed the follow-up survey. Mean age was 24-27; 57% were female. Across both surveys, ≥70% were comfortable with and felt they understood their role as a teacher of trainees, peers and patients. However, &lt;50% felt they knew any teaching method or had a plan for improving teaching skills. All felt that teaching was an important medical skill. Six students completed OMP training and the outreach program. All felt the OMP was useful to teach key points, provide feedback, and involve the learner. They also all felt the OMP should be taught in medical school.&#x0D; Conclusion: Medical students believe it is important to learn teaching skills. The OMP may be a useful addition to the medical school curriculum to help medical students teach in doctor-patient settings across ages and group sizes.

Studi Komparatif Efektifitas Model Pembelajaran Klinik One Minute Preceptor (Omp) Dan Snapps Terhadap Pencapaian Kompetensi Mata Kuliah Kepemimpinan Dan Manajemen Keperawatan Mahasiswa Profesi Ners Fkep Unand

Introduction: The problem that is happening right now is the level of national nurse competency test passing which is currently still low. Various factors are believed to influence, among others, clinical learning strategies that are ineffective and do not meet the different learning needs such as in leadership and nursing management subjects. Various effective models have been studied and developed including the One Minute Preceptor (OMP) mode and SNAPPS. Objective: to assess and compare the effectiveness of the OMP and SNAPPS models on the achievement of students' cognitive, affective, psychomotor and critical thinking competencies in the nursing management phase. Method: quasi-experiment with pretest and posttest group design. Total sampling (n = 13) and grouped n1 = 6 (OMP) and n2 = 7 (SNAPPS). Data analysis with paired t-test and independent t-test. Results: There were differences in the mean of competence (P &lt;0.05) before and after the OMP treatment (cognitive; 18.3, affective; 7.8, critical thinking; 11.6) and SNAPPS (cognitive; 19.28, affective; 3.14, critical thinking; 5.0. There is a difference (P &lt;0.05) the difference between the average competence before and after the treatment of OMP and SNAPPS (cognitive; 21,31 and 20,35) and (critical thinking: 0,96 and 7,61) Conclusion: OMP clinical learning model is considered more effective in the cognitive domain, critical thinking and psychomotor while the SNAPPS model is effective in the affective domain

Teaching anatomy using OMP in combination with spotting: Re-Shaping the subject.

Objectives: The study determines the possible advantages of using the OMP in the gross anatomy laboratory. It focuses on using teaching strategies which focus on the application of knowledge, rather than mere structure identification. The in cooperation of OMP in gross anatomy teaching along with structure identification is the main focus of this study. Study Design: Randomized Control Trial (the spotting methodology &amp; OMP were themselves and intervention for to groups). Setting: Department of Anatomy Islam Medical College, Sialkot. Period: January 2018 to June 2018. Material &amp; Methods: 100 First year students of Islam Medical College were involved in the study. Two groups of 50 students each were made. Group 1 was exposed to the methodology of spotting. Students of group 2 were taught with One Minute Preceptor Model, but were allowed to do spotting/ structure identification themselves. Both groups were exposed to the same practical exam at the end of the course. Means of achieved marks and numbers of failures and passes were compared. All Statistical tests were applied using SPSS Version 20. Students were also asked to fill a questionnaire to find out students perception regarding the superiority of one teaching tool over the other. Results: The post hoc analysis of the result was done. The means of overall collective marks obtained by students of group I were insignificant when compared with the same of group II. Comparison of students on the basis of the passing status, carried out using Chi Square test also showed insignificant difference. On the other hand, from the questionnaires it was observed that active knowledge construction was more with OMP tool as compared to spotting. Understanding level was superior with OMP. Preparation for clinical teaching was also better with a combination of both as compared to spotting only and OMP. Conclusions: The one minute preceptor (OMP) is a time efficient teaching technique for learner centered training. It is a technique which can help the anatomy teachers to convert structure identification questions into active learning opportunities for learners. Teaching Anatomy using OMP in combination with spotting is a better tool in reshaping the subject.

Teaching Strategy of One Minute Preceptor and its Approaches in the Past Two Decades: Systematic Review

Introduction: In order to know the procedure of one-minute preceptor (OMP) teaching method, the relevant English language articles were searched in 5 databases, namely Clinical Key, ProQuest, PubMed, Scopus, and Web of Science in-process. Methods: The search process was conducted on the articles published during 2000- August 2017 using the term “one-minute preceptor” in title and abstract. Letter to the editor, articles irrelevant to OMP, articles with no full-text, and duplicate articles were removed from this study. Result: The search result led to the identification of 133 articles. After employing the exclusion criteria, 31 articles remained for detailed analysis. The main outcomes of the investigated studies were categorized into 7 main groups, namely 1. OMP and effectiveness, 2. OMP and develop 3. OMP and SNAPPS, 4. OMP and Traditional Mode, 5. OMP as a teaching tool, 6. OMP and teaching skill, and 7. Teach OMP. The commonly used study designs in the order of frequency were opinion review, and observational without control studies, non-randomized controlled trial, pretest-posttest design, randomized controlled trials, and systematic reviews. The OMP improved processes and outcomes of education. Its effectiveness was in both teaching and patient diagnosis; moreover, it improved the quality of feedback and residents’ teaching skill in the clinical setting. Furthermore, OMP did not show statistically significant improvements in teaching behavior. Conclusion: Results showed that the OMP workshop for faculty staff does not enhance the quality or quantity of residents’ perceptions. There should be a nonstop effort by faculty members to increase the quality of clinical teaching.

Mindful EM

Mindful EM

Efficient and effective precepting of pharmacy students in acute and ambulatory care rotations: A Delphi expert panel study.

Using the Delphi process, a panel of experienced preceptors achieved consensus on best practices to increase preceptor efficiency and effectiveness. The Delphi panelists completed 3 survey rounds and a face-to-face meeting. Survey questions covered several topics, including preparation of students for rotations, preceptor efficiency and effectiveness, potential resident contributions to precepting, methods of developing critical-thinking skills and providing assessment and feedback, precepting time metrics, and barriers to preceptor effectiveness. Panel consensus was defined as agreement of ≥80%. Fifteen of 36 invited preceptors (42%) completed all 3 survey rounds. The expert panel reached consensus on 6 essentials for effective rotations, 8 precepting contributions that could be made by appropriately trained residents, precepting barriers, 4 strategies for teaching critical thinking, and 5 valuable characteristics of the One Minute Preceptor model. Panelists reported on time spent with students presenting new patient cases (median, 10 minutes per case), time devoted to assessment of students' clinical performance (median, 22 minutes per student weekly), and time dedicated to student professional development (median, 20 minutes per student weekly). Important strategies for preceptors identified by the panel included (1) a thorough orientation to logistics, expectations, and scheduling of activities, (2) using appropriately trained residents in student training, (3) providing opportunities for critical thinking and therapeutic decision-making, (4) giving frequent, quality feedback on clinical activities, and (5) giving feedback to learners on a regular basis.

One minute preceptor as an effective teaching and learning method for pediatric internship: An interventional study

Background: Compulsory Rotating Residential Internship (CRRI) is an important learning period for medical graduates to become competent registered medical practitioners. Exclusive teaching programs for interns are scarce. During short pediatric CRRI postings, it is difficult to disseminate the necessary knowledge and skills to manage the common pediatric problems seen in the community by traditional teaching methods. We explored innovative teaching techniques to train the interns in a short time to acquire such basic skills. One minute preceptor (OMP) is a five micro skills clinical teaching, tailored to the learner’s needs by motivating them to learn. Objective: To implement OMP in our busy pediatric outpatient department (OPD) to train the interns andto know if it is an effective teaching technique. Methods: The study group included 15 interns who were posted to pediatric OPD on rotation for a month and never had earlier OMP teaching module. Their learning experience with traditional teaching method was gathered by a validated pre-project questionnaire graded on Likert scale. After 3 OMP sessions with a trained faculty, their learning experience was again collected by a post-project questionnaire. The data were compared and analyzed statistically using stata14 version software. p&lt;0.05 was considered as statistically significant. Results: The average scores of questions went up from 1.3 and3.1 in pre-project questionnaire to average scores of 2.3 and 4.1 in post-project questionnaire on a 5-point Likert scale. This shows OMP as an effective teaching method over traditional teaching method for interns at pediatric OPD. Preceptor experienced OMP as simple, individualized and focused teaching method to the interns. Conclusion: OMP should be implemented in pediatric OPD to train the interns on common pediatric problems.