A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61

Pierce, Cason; Corral, Janet; Aagaard, Eva; Harnke, Ben; Irby, David M.; Stickrath, Chad

doi:10.1080/0142159x.2019.1708294

Cited by 20 publications

(35 citation statements)

References 92 publications

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“…A recent Best Evidence Medical Education review of the effectiveness of clinical teaching strategies concluded that the OMP and SNAPPS models are the only strategies that consistently improved the clinical knowledge and skills of learners, a significant advantage over the other mentioned frameworks (Pierce et al, 2020).…”

Section: Perspectivementioning

confidence: 99%

Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach

Savaria

Min

Aghagoli

et al. 2022

International Journal of Infectious Diseases

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Section: Perspectivementioning

confidence: 99%

Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach

Savaria

Min

Aghagoli

et al. 2022

International Journal of Infectious Diseases

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“…The last two skills are also based on the principles of andragogy related to the provision of feedback and stimulation of self-reflection and self-directed learning [ 2 , 8 , 9 , 46 , 48 ]. Bidirectional verbalization of the positive and corrective feedback in the last two skills is important for helping the learner to structure or re-structure previous and newly acquired knowledge [ 39 , 40 ]. Using these microskills, through a collaboration, should be educational for both the learner and the instructor [ 2 , 8 , 50 ].…”

Section: The Five Microskills Modelmentioning

confidence: 99%

“…A major advantage of the FMS model is the need for only a short training of instructors (1–4 h) compared with a few hours for both learners and instructors in SNAPPS, a few days in the concept mapping model, and 2 or 3 half days for the traditional model of clinical teaching [ 36 , 39 , 49 ]. The FMS model should be appropriately introduced to instructors (e.g., training provided), but there is no need for it to be introduced to learners [ 35 ].…”

Section: The Five Microskills Modelmentioning

confidence: 99%

“…A few models are available in human medicine, such as concept mapping, the SNAPPS model (Summarize information; Narrow the differential; Analyze the differentials through compare and contrast; Probe the instructor to clarify uncertainty; Plan the management; Select a case for self-directed learning), and the five-microskills (FMS; also known as the One-Minute Preceptor) model. These, and other models, aim to improve clinical teaching efficiency and effectiveness through a structured and standardized learning experience [ 39 ]. Taking into consideration the OneHealth approach, models used in human medicine should be applicable in veterinary medicine.…”

Section: Introductionmentioning

confidence: 99%

“…Medical education literature has a large body of evidence indicating that some of these models work in various fields of medicine, including nursing. The largest body of evidence exists for the utility of the FMS model [ 34 , 35 , 36 , 39 ]. Additionally, data regarding other aspects are available for veterinary medicine and agree with the human medicine findings (e.g., effective learning occurred in a positive learning environment and in situations where feedback was provided) [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching

Carr

Kirkwood

Petrovski

2021

Veterinary Sciences

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Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1–4 h of training is usually recommended.

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