Student perceptions of the one minute preceptor and traditional preceptor models

Abstract

Background: The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters.

Methods: Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted.

Results: Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used.

Conclusions: Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds.

Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine

Additional information

Notes on contributors

Arianne Teherani

ARIANNE TEHERANI, Ph.D. is Assistant Professor in the Office of Medical Education and Department of Medicine at the University of California, San Francisco. Her research has focused on learning in the clinical setting and professionalism.

Patricia O'Sullivan

PATRICIA O’ SULLIVAN, Ed.D. is Associate Director for Educational Research and Professor of Medicine at the University of California. Her research focuses on clinical assessment and faculty development.

Eva M. Aagaard

EVA M. AAGAARD, M.D. is the Associate Vice Chair for Education is at the University of Colorado Denver Health Science Center. Her research interests include teaching and mentoring in the outpatient setting, curriculum development, and patient education.

Elizabeth H. Morrison

ELIZABETH H. MORRISON, M.D. serves on the family medicine faculty at the University of California, Irvine. Her research to date has focused on clinical teaching. As a Robert Wood Johnson Foundation Generalist Physician Faculty Scholar from 2000–2004, she completed a randomized, controlled trial of an interdisciplinary residents-as-teachers curriculum.

David M. Irby

DAVID M. IRBY, Ph.D. is Vice Dean for Education and Professor of Medicine at the University of California, San Francisco. As a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, he co-directs a national study on the professional preparation of physicians.