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Med Teach. 2007 May;29(4):323-7.

Student perceptions of the one minute preceptor and traditional preceptor models.

Author information

1
Department of Medicine and Office of Medical Education, University of California School of Medicine, San Francisco, CA 94143-0410, USA. arianne.teherani@ucsf.edu

Abstract

BACKGROUND:

The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters.

METHODS:

Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted.

RESULTS:

Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used.

CONCLUSIONS:

Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds. Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine.

PMID:
17786745
DOI:
10.1080/01421590701287988
[Indexed for MEDLINE]

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