Applying the One Minute Preceptor Model to Pediatric and Adolescent Gynecology Education

Lockspeiser, Tai M.; Kaul, Paritosh

doi:10.1016/j.jpag.2014.07.014

Cited by 11 publications

(11 citation statements)

References 16 publications

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“…Since its description in the family practice literature in 1992, the OMP has been described as the basis for a number of professional development courses for both faculty and residents (1)(2)(3)(4). Its use as a teaching method has been described in numerous settings, including basic science laboratories, nursing education, and a variety of medical specialties (5)(6)(7)(8)(9)(10)(11)(12).…”

Section: Introductionmentioning

confidence: 99%

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department

Farrell

Hopson

Wolff

et al. 2016

The Journal of Emergency Medicine

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Section: Introductionmentioning

confidence: 99%

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department

Farrell

Hopson

Wolff

et al. 2016

The Journal of Emergency Medicine

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“…There is lot of discrepancy in literature regarding the effectiveness of one single method. Lap Ki used OMP in anatomy laboratory and found it an active learner-centered teaching approach which was also endorsed by Lockspeiser when he applied OMP in pediatrics and 10 gynecology while Wolpaw considered SNAPPS as more learner-centered in 4 ambulatory care.…”

Section: Introductionmentioning

confidence: 96%

Effectiveness of Various Teaching Methodologies in Developing Clinical Reasoning Skills in Undergraduate Female Medical Students

Ali

Jamil

Ali

2018

KMUJ

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THIS ARTICLE MAY BE CITED AS: Ali S, Jamil B, Ali L. Effectiveness of various teaching methodologies in developing clinical reasoning skills in undergraduate female medical students. Khyber Med Univ J 2018;10(2):71-75. 71ABSTRACT OBJECTIVE: To compare the effectiveness of " summarize, narrow, analyze, probing, management plan, select a topic" (SNAPPS) model, one-minute preceptor (OMP) and traditional clinical teaching in developing clinical reasoning skills of final year undergraduate female medical students in pediatrics clinical setting. METHODS:This randomized control trial was conducted at Department of Pediatrics, Peshawar Medical College from February to July 2016. Students were randomly distributed in three groups i.e. SNAPPS, OMP and traditional teaching with 20 students in each group. All 60 students were exposed to pretest including 4 Key Feature Problems (KFPs). Students were then taught on pre-identified 4 topics with one topic /week by respective teaching methodology. Each topic was followed by post-test using 4 KFPs. The pre-test and post-test results were recorded and analyzed on SPSS-20. ANOVA was used as test for finding significance. RESULTS:All 60 female students of final year completed the study and none dropped out. The mean marks of pretest of three groups were 12.50±0.15 with minimum number of 4±1 marks and maximum of 23±1. There was no significant difference in pre-test among the groups using ANOVA (p=.984). However, significant difference (p<0.001) was observed in post-test among groups after intervention. There was statistically significant difference (p<0.001) in favor of SNAPPS as compared to traditional teaching methodology. There was no significant difference between OMP and traditional method.CONCLUSION: SNAPPS is significantly more effective in improving clinical reasoning than OMP and traditional teaching method in female undergraduate medical students in pediatrics clinical setting.

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“…1,[3][4][5][6] Furthermore, the OMP can be effectively applied to physician teachers at any level, given that the model is flexible to adaptation based on abilities of both teacher and student. 7 Once taught, the OMP is repeatedly used in teaching interactions and has been formally incorporated into several residency training curricula as part of the resident as teacher series. 1,[3][4][5][6] From the learner perspective, medical students being taught by physicians using the OMP method prefer it over traditional clinical interactions, citing it as more interactive, intellectually inspiring, and effective.…”

Section: Introductionmentioning

confidence: 99%

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

Cline

Canales

2020

Int J Med Students

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Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach. 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. 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, <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. 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.

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Applying the One Minute Preceptor Model to Pediatric and Adolescent Gynecology Education

Cited by 11 publications

References 16 publications

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department

Effectiveness of Various Teaching Methodologies in Developing Clinical Reasoning Skills in Undergraduate Female Medical Students

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

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