Perception of One-Minute Preceptor (OMP) Model as a Teaching Framework among Pediatric Postgraduate Residents: A Feedback Survey

Abstract

To the Editor: One-Minute preceptor (OMP) model is an efficient teaching framework that includes five micro skills of getting a commitment from the learner about his or her impression of the case, probing for underlying reasoning to explore the learner's understanding, teaching the general rules pertaining to the case, giving positive feedback and correcting the learner's errors [1]. OMP model has been well studied in an outpatient setting and inpatient setting with some modifications [2][3][4].Three faculty members and three postgraduate residents (5th semester) of Pediatrics department were trained on OMP model by a faculty member well versed with OMP model [1]. Three Pediatric postgraduate residents of the 5th semester were allotted three different clinical cases of children with global developmental delay. Discussion based on OMP model was conducted over 10-15 min for each case. All other pediatric residents of all semester naïve to this model were invited to attend as observers.A total of 23 out of 25 Pediatric residents who attended the session responded to feedback. All respondents (n = 23) believed that OMP ascertains the student's diagnosis and assesses student's underlying clinical reasoning. Among 23 respondents, 18(78.3%) strongly felt that OMP assesses students' fund of knowledge; 20(87.0%) strongly agreed to the point that it teaches student few key points for use in future patient care; 22(95.6%) felt that it provides constructive feedback with recommendations for improvements; 20 (87.0%) agreed that it involves the students in decision-making process. All (n = 23) respondents strongly believed that OMP improves the efficiency and overall effectiveness of the teaching encounter. All respondents (n = 23) wanted this model to be incorporated into Pediatric postgraduate teaching program.OMP model of learning encourages students to think about the diagnosis and management, gives them an immediate feedback on their thinking, and helps them rectify their mistakes [5]. Detailed analysis of points in history and examination are strengths of traditional case presentation that often cannot be replaced. Hence, OMP model could be an effective supplement to traditional case presentation in improving analytical skills of Pediatric postgraduate residents. We conclude that OMP was a satisfactory learning experience for Pediatric postgraduate residents.

Impact of using infographics as a novel Just-in-Time-Teaching (JiTT) tool to develop Residents as Teachers

“…In the current US and Canadian graduate medical education curriculums residents have inadequate opportunity to learn how to teach due to limited time away from patient care responsibilities (Ravichandran et al, 2019); (Arya et al, 2018); (Sward, Ellis and Mercado, 2020). Kirkpatrick's Evaluation Model guides programmatic evaluation of the impact of JiTT infographics on resident's perception of their role as clinical teachers and faculty as role models.…”

“…To improve resident teaching skills, Canadian and United States accreditation bodies require that residents be formally trained to teach students (ACGME, 2020;Frank, Snell and Sherbino, 2015). Increasingly, specialties have adapted Resident as Teacher (RaT) initiatives into their residency programs (Al Alchkar et al, 2017); (McKeon et al, 2019;Alaska et al, 2019;Ravichandran et al, 2019) by incorporating a variety of curricula and teaching methodologies (Habermehl, Habermehl and Kim, 2018;Tan et al, 2017;Watkins et al, 2017;Arya et al, 2018;Ricciotti et al, 2017). However, due to increased clinical responsibilities and time constraints, it is a challenge for programs to allocate enough time to enhance their skills (Ravichandran et al, 2019;Habermehl, Habermehl and Kim, 2018;Lacasse and Ratnapalan, 2009).…”

The One-Minute Preceptor: Evaluation of a Clinical Teaching Tool Training for Nurse Practitioner Preceptors

“…[19][20][21] In addition, use of the OMP approach has been shown to increase feedback to students. 10,21,22 Whereas more traditional models of preceptor and preceptee interaction focus on history taking and presentation skills, the OMP has an increased focus on building the student's skills, such as development of a differential diagnosis and a management plan. 10 Use of the OMP model supports the key elements of successful precepting, including the development of the student's clinical reasoning, 23 and has been shown to increase time efficiency of precepting a student.…”

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

“…2 Results from residents and attending surveys of perceptions and use of the OMP show that it is felt to be useful for a) teaching efficiently and in a student-focused manner, b) focusing on specific and limited take home points, c) improving the teacher's ability to rate students' competencies, and d) increasing the teacher's teaching skills and confidence. 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.…”

“…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. 8 However, to date there is no literature on medical students utilizing the OMP to teach others.…”