Effectiveness of the One-Minute Preceptor Model for Diagnosing the Patient and the Learner: Proof of Concept

Eva Aagaard, Arianne Teherani, David M. Irby

Research output: Contribution to journalArticle

89 Scopus citations

Abstract

Purpose. To compare the One-Minute Preceptor (OMP) and traditional models of ambulatory teaching in terms of the preceptors' (1) ability to correctly diagnose patients' medical problems, (2) ability to rate students' skills and confidence in doing so, and (3) satisfaction with both models. Method. A within-groups experimental design study was conducted with 116 preceptors at seven universities in 2000. Participants viewed scripted, videotaped precepting encounters of both models using two cases and were asked to rate students' abilities, their confidence in rating the students' abilities, and the effectiveness and efficiency of the teaching encounters. Results. Preceptors who viewed the videotapes of the OMP model were equally or better able to correctly diagnose the patients' medical conditions than those viewing the traditional model. Preceptors viewing the OMP rated students' abilities higher on history taking/physical examination, presentations, clinical reasoning, and fund of knowledge than did those viewing the traditional model. Preceptors viewing the OMP rated themselves as more confident in rating students' abilities in presentation, clinical reasoning, and fund of knowledge. Preceptors rated the OMP as more effective and more efficient than the traditional model. Conclusions. Preceptors viewing scripted, videotaped teaching encounters using the OMP model were equal to or better able to correctly diagnose patients' medical problems, had greater self-confidence in rating students, and rated the encounter as more effective and efficient than when viewing the traditional model.

Original languageEnglish
Pages (from-to)42-49
Number of pages8
JournalAcademic Medicine
Volume79
Issue number1
DOIs
StatePublished - Jan 2004
Externally publishedYes

Fingerprint Dive into the research topics of 'Effectiveness of the One-Minute Preceptor Model for Diagnosing the Patient and the Learner: Proof of Concept'. Together they form a unique fingerprint.

  • Cite this