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

Farrell, Susan E.; Hopson, Laura R.; Wolff, Margaret; Hemphill, Robin R.; Santen, Sally A.

doi:10.1016/j.jemermed.2016.05.007

Cited by 31 publications

(16 citation statements)

References 16 publications

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“…OMP is the best studied of the common clinical teaching models 4 . In studies comparing traditional teaching models and OMP, both learners and preceptors favor OMP.…”

Section: The One-minute Clinical Preceptor/microskillsmentioning

confidence: 99%

Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models

Chinai

Guth

Lovell

et al. 2018

WestJEM

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When working in a chaotic Emergency Department (ED) with competing priorities, clinical teaching may be sacrificed for the sake of patient flow and throughput. An organized, efficient approach to clinical teaching helps focus teaching on what the learner needs at that moment, incorporates regular feedback, keeps the department on track, and prevents over-teaching. Effective clinical teaching in a busy environment is an important skill for senior residents and faculty to develop. This review will provide a critique and comparison of seven structured teaching models to better prepare readers to seize the teachable moment.

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“…OMP is the best studied of the common clinical teaching models 4 . In studies comparing traditional teaching models and OMP, both learners and preceptors favor OMP.…”

Section: The One-minute Clinical Preceptor/microskillsmentioning

confidence: 99%

Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models

Chinai

Guth

Lovell

et al. 2018

WestJEM

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“…However, Wolpaw found SNAPPS as more effective than feedback and traditional method in 12 expressing clinical reasoning skill. Although Farrell SE reported equal effectiveness of both the modalities in inpatient setting and in developing clinical reasoning skill of students but 13 they also suggested additional studies.…”

Section: Introductionmentioning

confidence: 98%

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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“…Emergency medicine is a new interdisciplinary eld in clinical medicine and covers 22 medical specialties, including internal medicine, surgery, obstetrics and gynecology, pediatrics and infectious diseases. Its teaching focus is to train students to evaluate and deal with various complicated and changeable conditions of emergency patients in a short time, and students are required to master comprehensive clinical knowledge and have active divergent thinking; therefore, learning and teaching this course are more di cult than they are for other medical courses [1].…”

Section: Introductionmentioning

confidence: 99%

Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine

tang¹,

liu²,

Zhou³

et al. 2020

Preprint

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Background: As the Emergency medicine is a multidisciplinary discipline, the emergency medicine education is focuses on teaching students to think actively. The flipped classroom was widely used in various medicine teaching that can improve the efficacy of classroom learning. While the process-oriented guided-inquiry learning (POGIL), which be proved can promoting active learning and critical thinking.We assume that both two teaching methods may complement each other in emergency medicine education. Object: To evaluate the student’ learning effectiveness and acceptability of the process-oriented guided-inquiry learning (POGIL)-based flipped classroom model for teaching emergency medicine education. Methods: A total of 90 students majoring in clinical medicine at Xiangya School of Medicine, Central South University, were enrolled in this study. They were randomly divided into an experimental group and control group, with 45 students in each group. The experimental group adopted the POGIL-based flipped classroom model, and the control group adopted the traditional teaching model; teaching effectiveness was evaluated through tests, an operation exam and questionnaire surveys. Results: After the completion of the course, the scores of the two groups were compared. The theoretical and operational scores of the experimental group were higher than those of the control group, and the differences were statistically significant (P < 0.05). The learning interest, clinical thinking ability, and acceptance of the teaching model for the students in the experimental group were significantly higher than those for students in the control group, and the differences were statistically significant (P < 0.05). Conclusion: The POGIL-based flipped classroom model can significantly improve students' scores, students' acceptance of the teaching model, and teaching quality.

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

Cited by 31 publications

References 16 publications

Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models

Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models

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

Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine

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