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J Gen Intern Med. 2002 Oct;17(10):779-87.

Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting.

Author information

1
Department of Medicine, Tripler Army Medical Center, Honolulu, Hawaii 96859-5000, USA. smsalerno@mindspring.com

Abstract

OBJECTIVE:

While several models of medical student instruction in the ambulatory setting exist, few have been formally studied. We wished to assess the impact of a faculty development workshop based on the One-Minute Preceptor model on the amount and quality of feedback in the outpatient setting.

DESIGN:

Ambulatory teaching behaviors were studied during consecutive outpatient precepting sessions before and after 3 faculty development workshops. Student-teacher interactions were assessed using audiotapes of teaching encounters coded through qualitative techniques, and surveys of teacher, learner, and patient satisfaction.

SETTING:

Ambulatory internal medicine clinic in a tertiary care medical center.

PATIENTS/PARTICIPANTS:

Nine board-certified internist faculty preceptors and 44 third-year medical students.

INTERVENTIONS:

Three 90-minute faculty development seminars based on the One-Minute Preceptor teaching model.

MEASUREMENTS AND MAIN RESULTS:

Ninety-four encounters with 18577 utterances were recorded, half before and half after the seminars. After the workshops, the proportion of utterances that contained feedback increased from 17% to 22% (P =.09) and was more likely to be specific (9% vs 15%; P =.02). After the workshops, teachers reported that the learning encounters were more successful (P =.03) and that they were better at letting the students reach their own Conclusions (P =.001), at evaluating the learners (P =.03), and at creating plans for post-encounter learning (P =.02). The workshops had no effect on the duration of the student-teacher encounter or on student or patient satisfaction with the encounters.

CONCLUSIONS:

Brief, interactive, faculty development workshops based on the One-Minute Preceptor model of clinical teaching resulted in modest improvements in the quality of feedback delivered in the ambulatory setting.

PMID:
12390554
PMCID:
PMC1495113
[Indexed for MEDLINE]
Free PMC Article
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