One-Minute Preceptor Research Articles

The 1-minute preceptor to improve diagnostic reasoning in a primary care nurse practitioner residency program.

The One-Minute Preceptor (OMP) model to teach diagnostic reasoning and Reporter, Interpreter, Manager, and Educator (RIME) framework to measure progress are used in physician training. Little is known about the use of these tools in nurse practitioner (NP) training. Precepting NP trainees at the Veterans Affairs (VA) is not standardized. A standardized approach to precepting NP residency trainees using the OMP model and RIME scoring was evaluated for improvement and helpfulness. A quality-improvement project with two Plan-Do-Study-Act (PDSA) cycles were conducted over a 12-week period. Mean RIME scores, preceptor self-efficacy, and use of teaching skills were measured preintervention and postintervention. Data were analyzed using a paired sample t -test and descriptive statistics. A convenience sample of preceptors and trainees was recruited from a large VA medical center. A 1-hour workshop educated preceptors with role playing and return demonstrations on OMP techniques and RIME scoring. The teachings were applied to standardize precepting and assess diagnostic reasoning. Trainee self-scoring and results triggered conversations to fulfil the identified gaps. Mean RIME scores improved (1.62 [0.17] vs. 2.23 [0.38], p < .001) post 12-week intervention. Mean RIME scores improved between PDSA cycle 1 and cycle 2 (2.07 [0.25] vs. 2.48 [0.39], p < .001). Preceptors (91%) and trainees (100%) found the OMP model and RIME framework helpful. Use of the OMP improved diagnostic reasoning in NP trainees. The OMP and RIME framework provided standardization of precepting and trainee discussions on improvements.

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.

Two for One: Merging Continuing Professional Development and Faculty Development in the CATE Curriculum for Pharmacy Preceptors.

Continuing professional development (CPD) and faculty development (FD) are not traditionally combined, although there is evidence that integrating them enhances knowledge acquisition. To explore preceptors' perceptions and the effectiveness of CATE (Clinical And Teaching Education), an education model that blends clinical content with the application of that clinical knowledge through a specified teaching technique. Thirty-five hospital and community pharmacy preceptors from the Leslie Dan Faculty of Pharmacy, University of Toronto, participated in CATE, which consisted of a 2-hour synchronous, online workshop integrating clinical content about depression with the "One-Minute Preceptor" (OMP) teaching skill. Qualitative and quantitative data were collected longitudinally using surveys and semistructured interviews. Participant and process outcomes were explored through descriptive and thematic analysis using a modified Kirkpatrick framework. Participants valued the incorporation of educational theory and opportunities to practise the OMP using scripted role plays based on the depression-related content. The combination of FD and CPD was appealing, although participants wanted more clarity about their integration. The CATE model positively influenced their approaches to serving as preceptors, and using the OMP helped to reveal learners' knowledge gaps. There was a desire to share the teaching technique with colleagues to provide a more cohesive approach to teaching. Integrating CPD and FD in a synchronous, online environment was feasible and well received, and it helped to solidify preceptors' roles as educators. Combining CPD and FD represents an effective strategy to build the clinical and educational expertise of preceptors, which in turn has the potential to improve the quality of experiential learning for pharmacy students. This novel method of fostering the pedagogical growth of preceptors could be a model for other health professions.

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.

Teaching when time is short: Applying the one-minute preceptor model to the emergency department setting.

Teaching when time is short: Applying the one-minute preceptor model to the emergency department setting.

A Prospective Interventional Study on Modified One-minute Preceptor Model: An Effective Teaching-learning Tool for Early Clinical Exposure in Biochemistry

Introduction: Early Clinical Exposure (ECE) was incorporated into the Competency-based Medical Education (CBME) curriculum in 2019. ECE in a classroom setting is conducted through Clinical Case Discussion (CCD) using paper-based clinical case scenarios. The assessment pattern of CBME and Maharashtra University of Health Sciences (MUHS) includes clinical case-based questions. Therefore, assessing and developing clinical reasoning skills and critical thinking has become the need of the hour. Aim: To measure the effectiveness of the modified One-minute Preceptor (OMP) model as a teaching-learning tool for CCD to enhance the knowledge and reasoning skills of Phase I Bachelor of Medicine Bachelor of Surgery (MBBS) students and to assess the perception of students and faculty towards the modified OMP model. Materials and Methods: This prospective interventional study was conducted in the Department of Biochemistry at Seth GS Medical College and KEM Hospital, Mumbai, Maharashtra, India from February 2020 to May 2020. Out of 250 Phase I MBBS students, 180 who had given consent and participated in all the sessions were included. Eight faculty members voluntarily participated in the study. The faculty involved in CCD for the control and study groups were different and selected through randomisation. After a didactic lecture, a pretest was administered, and then students were divided into Control group A (n=90) and Study group B (n=90). For CCD, the modified OMP model was used for the study group and the traditional unstructured method for the control group. A post-test was given after CCD, and feedback was collected from faculty and students. Quantitative analysis of the feedback was done using a 5-point Likert scale, and open-ended questions were qualitatively assessed. Pretest and post-test scores were analysed using an unpaired t-test. Learning gain was measured, and program evaluation was conducted using Kirkpatrick’s model. Results: There was a statistically significant difference in the post-test scores obtained by the control group and study group (p-value &lt;0.001). A higher normalised learning gain (0.83) was observed in the study group. The modified OMP model was perceived as an effective, interactive teaching-learning tool for CCD by both students and faculty. Conclusion: CCD using the modified OMP model significantly improved knowledge, critical thinking, and reasoning skills of students. Even after modifications to the original OMP model, the effectiveness of this model for preclinical subjects remains unaffected.

Preparing Interns as Teachers: Teaching Fourth-Year Medical Students the Tenets of the One-Minute Preceptor Model.

Often, interns are expected to teach medical students early in their residency, but most are not formally taught how to be effective teachers before residency. Currently, there is emphasis on developing teaching skills of residents rather than students before they become residents. Most published student-as-teacher courses are voluntary and do not assess skill acquisition. We taught 290 fourth-year medical students across two academic years (2020-2022) the tenets of the One-Minute Preceptor (OMP) using a 2-hour workshop during their transition to residency course. A variety of role-play cases allowed students to practice the different parts of the OMP in isolation and combined. Then, we assessed their teaching skills after the workshop using an objective structured teaching exam (OSTE). Two hundred seventy-eight students (96%) completed the self-assessment of their confidence demonstrating the skills of the OMP before and after the workshop. Their confidence improved in all domains, with ps < .001. Additionally, all students successfully demonstrated competency on the OSTE. We used a 2-hour workshop based on the OMP to improve fourth-year medical students' confidence in their teaching skills and allow them to demonstrate competence in those skills before starting their intern year.

Using a Virtual Simulation Workshop to Teach Interns Evidence-Based Feedback Techniques.

Background TheAccreditation Council for Graduate Medical Education requires residents to demonstrate competence in integrating feedback into their daily practice. With the shift to virtual medical education during the pandemic, the need for new skills in delivering effective feedback through virtual media has emerged. Methodology This study aimed to assess the feasibility of a virtual bootcamp for interns, utilizing virtual simulation workshops to teach effective feedback skills. The curriculum employed a situated learning-guided participation framework. Virtual standardized students participated, and interns engaged in activities such as providing virtual feedback, completing self-assessments, and receiving instruction on feedback principles, including the one-minute preceptor's five micro-skills. Interns repeated the feedback process, with virtual students providing assessments. Data were collected from 105 incoming interns at Arrowhead Regional Medical Center in June 2021 and June 2022, using Zoom® as the online platform. Results Competency assessments revealed a significant post-training increase in proficiency/expert milestones (88% versus 47%, p = 0.007). Interns' self-assessments also significantly improved (18.02 versus 16.74, p = 0.001), particularly for previously trained interns (18.27 versus 16.7). Non-primary care interns outperformed primary care interns in milestone scores. The majority of interns (80%) reported valuable learning experiences during the workshop, with 70% expressing confidence in using the one-minute preceptor technique during residency. The one-minute preceptor step "reinforce what was right" was deemed the easiest, while "obtain commitment" and "explore emotional reaction" presented significant challenges. Conclusions This study demonstrates the potential of virtual workshops to enhance intern competency in delivering effective feedback through formal processes and the one-minute preceptor. These virtual approaches offer innovative alternatives to in-person teaching, enabling evaluation at higher levels of Miller's pyramid of clinical competence.

One-minute preceptor and SNAPPS for clinical reasoning: a systematic review and meta-analysis.

Clinical reasoning teaching strategies could be important models to teach healthcare trainees. This study aims to assess the effectiveness of clinical reasoning teaching strategies (one-minute preceptor (OMP) and SNAPPS) for developing clinical reasoning skills, attitudes and satisfaction of medical/healthcare students and post-graduate trainees as compared to controls. A systematic review and meta-analysis of randomised controlled studies, with no restriction on language or publication date, were carried out by searching the PubMed, SCOPUS, ERIC, Web of Science, Embase and Cochrane Library databases. The risk of bias of the studies selected was determined using Cochrane's risk-of-bias tool (RoB 2) and the quality of evidence used the Grading of Recommendations Assessment, Development and Evaluation system. Of the 1066 articles retrieved, 12 were included in the systematic review and 10 in the meta-analysis. The results showed a growing body of literature on the use of strategies for teaching clinical reasoning that consisted predominantly of low-quality quasi-experimental studies. When only randomised controlled trials were included, analyses showed effectiveness among both healthcare students and post-graduate trainees for a series of outcomes, including total presentation length, duration of discussion, number of basic attributes, number of justified diagnoses in differential diagnoses and number of uncertainties expressed. Lastly, results for SNAPPS were better than for OMP relative to the control group. The strategies for teaching clinical reasoning improved the performance of healthcare students and professionals on this skill, promoting deeper discussion of clinical cases and a higher number of differential diagnoses. Further good-quality trials are needed to corroborate these findings. PROSPERO Registration: CRD42020175992.

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.

Designing a Checklist for Directly Observing Use of One-Minute Preceptor Steps on Inpatient Rounds: A Pilot Study.

"One-minute preceptor" (OMP) is a well-established educational technique; however, primary literature on OMP lacks a tool to assess behavioral change after delivery of curricula.Primary aim of this pilot study was to design a checklist for direct observation of teachers using OMP on general medicine rounds and obtain inter-rater reliability evidence for the checklist. This study pilots an internally designed 6-item checklist to assess change in directly observed behavior. We describe the process of developing the checklist and training the observers. We calculated a percent agreement and Cohen's kappa to assess inter-rater reliability. Raters had a high percent agreement ranging from 0.8 to 0.9 for each step of OMP. Cohen's kappa ranged from 0.49 to 0.77 for the five OMP steps. The highest kappa obtained was for getting a commitment (κ = 0.77) step, whereas the lowest agreement was for correcting mistakes (κ = 0.49). We showed a percent agreement ≥0.8 and moderate agreement based on Cohen's kappa with most steps of OMP on our checklist. A reliable OMP checklist is an important step in further improving the assessment and feedback of resident teaching skills on general medicine wards.

Utilizing the Modified OMP Model for Health Equity in a Family Medicine Residency Clinic

Background Racial and ethnically diverse communities have higher mortality rates from chronic diseases. One approach to address health disparities and systemic racism in health care is through alterations in primary care workforce development via the One-Minute Preceptor (OMP) Teaching Method. The University of North Carolina at Chapel Hill created a modified OMP Model for Health Equity to address racial health disparities while teaching. This quality improvement (QI) project focuses on faculty confidence in discussing racial health disparities with learners using the modified OMP Model. Methods The QI project used a Plan-Do-Study-Act (PDSA) framework. Faculty participated in the Awareness, Reflection/Empowerment, and Action (AREA) survey, to assess level of engagement in addressing health disparities. Family Medicine (FM) residents completed a survey on current precepting practices of ethno-racial health disparities. Faculty were introduced to the modified OMP, followed by a two-month intervention period. Post-intervention surveys assessed the impact and identified faculty development opportunities. The intervention took place within a Family Medicine Residency Program, specifically during outpatient continuity clinics and the inpatient Family Medicine Hospital Service. Results Faculty engagement increased in areas of awareness and action and decreased in reflection/empowerment. Residents reported higher satisfaction with Ethno-Racial health disparities clinical teaching after the intervention. Qualitative data suggests discussions are not occurring as often as residents desire and depend on different factors; race/ethnicity of the patient, clinical situation, social determinants of health impacting care, time, and preceptor. Discussion The modified OMP for Health Equity intervention can be used to increase awareness and promote self-reflection and change. Conclusion The PDSA cycle framework for an intervention can improve faculty engagement addressing Ethnic-Racial health disparities.

Utilizing the Modified OMP Model for Health Equity in a Family Medicine Residency Clinic

Background Racial and ethnically diverse communities have higher mortality rates from chronic diseases. One approach to address health disparities and systemic racism in health care is through alterations in primary care workforce development via the One-Minute Preceptor (OMP) Teaching Method. The University of North Carolina at Chapel Hill created a modified OMP Model for Health Equity to address racial health disparities while teaching. This quality improvement (QI) project focuses on faculty confidence in discussing racial health disparities with learners using the modified OMP Model. Methods The QI project used a Plan-Do-Study-Act (PDSA) framework. Faculty participated in the Awareness, Reflection/Empowerment, and Action (AREA) survey, to assess level of engagement in addressing health disparities. Family Medicine (FM) residents completed a survey on current precepting practices of ethno-racial health disparities. Faculty were introduced to the modified OMP, followed by a two-month intervention period. Post-intervention surveys assessed the impact and identified faculty development opportunities. The intervention took place within a Family Medicine Residency Program, specifically during outpatient continuity clinics and the inpatient Family Medicine Hospital Service. Results Faculty engagement increased in areas of awareness and action and decreased in reflection/empowerment. Residents reported higher satisfaction with Ethno-Racial health disparities clinical teaching after the intervention. Qualitative data suggests discussions are not occurring as often as residents desire and depend on different factors; race/ethnicity of the patient, clinical situation, social determinants of health impacting care, time, and preceptor. Discussion The modified OMP for Health Equity intervention can be used to increase awareness and promote self-reflection and change. Conclusion The PDSA cycle framework for an intervention can improve faculty engagement addressing Ethnic-Racial health disparities.

Awareness and the Usage of Clinical Teaching Models in Clinical Education

Context Students spend over half of their professional preparation in clinical education under the instruction and supervision of preceptors. Preceptors must optimize the time spent creating high-quality, authentic clinical experiences. Preceptors serve as clinical educators and should be proficient in clinical teaching and using clinical teaching models. Objective Investigate if preceptors are aware of clinical teaching models and how often components of clinical teaching models are being used. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants A total of 165 preceptors, averaging 10 ± 9 years of experience as a preceptor, completed the survey. We recruited 10 preceptors (4 male, 6 female, average of 12 ± 10 years of preceptorship experience) to volunteer in follow-up interviews. Data Collection and Analysis Surveys were administered via Qualtrics, and virtual interviews were completed using Zoom. Frequency tables were used to examine the quantitative survey data. A phenomenological approach of inquiry was used for interview data analysis. Member checking, external peer review, and triangulation were all used to establish trustworthiness. Results The Supervision, Questioning, Feedback (SQF) model was most recognized or used by preceptors (48% responded yes), unlike the One-Minute Preceptor (OMP) or the Summarize, Narrow, Analyze, Probe, Plan, and Select (SNAPPS) models (15%, 8% responded yes, respectively). Eight components aligned with the SQF model were frequently used daily or weekly. Components of the OMP or SNAPPS models were used less frequently. Preceptors describe using similar techniques to the SQF model but are generally unaware of clinical teaching models. Preceptors report eagerness in improving their clinical teaching abilities to enhance student clinical experiences. Conclusions Preceptors are largely unaware that clinical teaching models exist and need to be further instructed on how to incorporate them into clinical teaching. Preceptors have little experience in teaching practices, so enhancing their clinical teaching practices will improve students' professional growth and competence.

Common models and approaches for the clinical educator to plan effective feedback encounters.

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths, and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

Outcomes of a US-Sino family medicine leadership program

Background and objectivesThe purpose of this study was to determine the outcomes of a two- week US-Sino Family Medicine Leadership Symposium for medical educators from China and how participants have integrated their learning into their teaching and practice of medicine.MethodsTeaching topics emphasized principles of family medicine, teaching methods, assessment, and curriculum development. Each cohort received a wide range of practical, didactic and hands-on learning experiences. Online surveys were distributed anonymously to participants from the 2013–2019 cohorts to assess learner opinion and learner behavior change as a result of the leadership symposium. Quantitative measures assessed their level of integration of the topics into teaching and clinical practice and their satisfaction in the areas of teaching and leadership. They were also asked to provide qualitative feedback regarding incorporation of the content into their work.ResultsThe survey response rate was 47.6% (39/82). Respondents stated that they incorporated topics such as basic interviewing skills and information on the patient-centered medical home into their teaching in China. The most applied clinical skills they were able to incorporate into their clinical environment in China included: Breaking Bad News, Simulations Sessions with practice, One-Minute Preceptor, and Interprofessional Education.ConclusionsResults indicate that participants have demonstrated behavior changes that have led to the incorporation of the content into teaching and clinical practice. We demonstrated effectiveness of the curriculum in cultivating the teaching and practice of family medicine. The program appears to be a positive experience that has led to embracement of the roles as trainer and leader. 100% of the participants who completed the survey felt that the program improved patient confidence in their ability as a family doctor. Future assessment on barriers to their progress as teachers and leaders in family medicine would be helpful to explore.

Implementation of One-Minute Preceptor for Clinical Teaching in Obstetrics and Gynaecology.

In absence of a dedicated teaching curriculum for non-PG residents in Obstetrics and Gynecology department, a concise teaching learning method, One-Minute Preceptor (OMP) with feedback being its core component may be introduced to translate their theoretical knowledge into clinical practice. This descriptive cross-sectional study included four faculty members and 20 residents. Each resident was exposed to three OMP sessions pertaining to common gynecological case scenarios with a gap of at least two days in between the sessions with faculties acting as preceptor and as observer. After three OMP sessions, feedback from residents and faculty regarding their teaching and learning experience after implementing this tool was obtained through separate pre-validated questionnaires graded on Likert's scale. The satisfaction index of the residents and faculties for OMP was found to be 96.3% and 95%, respectively. All residents and faculty members had consensus that OMP addressed the learning gaps (mean score 4.45 ± 0.51 and mean score 4.5 ± 0.57, respectively) and expressed being highly satisfied with OMP in busy clinical settings as compared to traditional method of teaching with mean score of 4.9 ± 0.30 and 4.75 ± 0.5, respectively. The faculties had consensuses that OMP can assess all domains of learning (mean score 4.75 ± 0.5). All residents and faculties opined that the time allotted to address all micro-skills was less and 60% residents advocated allotting at least 5min time to the teaching encounter. Our study indicates the beneficial role of OMP in time-constraint clinical environment and warrants further research to review the time frame keeping in view the learners' needs and the discipline.

Teaching surgery residents to teach: surgeons as educators symposium

PurposeAcademic surgeons are, in theory, expected to excel in patient-care while producing ground-breaking research and educating the next generation. Residents undergo rigorous training in clinical care and research but rarely receive any formal instruction on the art and science of teaching. Unlike other specialties, in surgery formal resident education courses are rare despite the unique requirements and environment of the field.MethodsTo address this unmet need, a novel, two-day Surgeons as Educators Symposium (SES) was created for all PGY-1 and 2 house staff. Marshalling both professional educators and surgery faculty renowned for their teaching, the focus was on teaching concrete skills that residents could learn, practice, and immediately apply when working with medical students. Pre and post-surveys assessed course satisfaction; six-month follow-up surveys analyzed retention and utilization of skills.ResultsOf the 24 attendees, 91% reported that the Surgeons as Educators Symposium increased their ability to be an effective teacher; 100% indicated increased confidence, and 96% believed the course should be offered again next year. Participants found the session on “Feedback” most useful and will start using the “one-minute preceptor” strategy immediately. Participants would have preferred a one-day symposium with additional sessions scheduled intermittently throughout the year. At six months, over half of the respondents valued the course enough to want to take it again. The success of this course has led to its regular implementation at our institution.ConclusionsSurgery residents feel like they need better instruction on how to teach. Existing models designed for internal medicine do not apply to the specific demands of surgery. We propose an innovate, successful program to fill an unmet need.

Guess What I'm Thinking: Avoiding the Game No Learner Wants to Play.

Guess What I'm Thinking: Avoiding the Game No Learner Wants to Play.

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.