One Minute Preceptor
Enhance clinical teaching with the simple, effective One Minute Preceptor model.
In the following video, Margaret Dow, M.D., assistant professor of obstetrics and gynecology at the Mayo Clinic College of Medicine discusses a quick and easy method of approaching clinical teaching – The One Minute Preceptor model.
For more helpful videos, visit the NONPF Preceptor Portal and select 'Preceptor Vignettes.'
The One Minute Preceptor Model and Five Microskills
- Get a commitment
Ask the learner to commit to an appraisal of the clinical problem. To elicit a commitment you can ask:
- What do you think is going on with this patient?
- What do you think the main problem is?
- What complaint is most important to focus on during this encounter?
- Probe for underlying reasoning
Ask the learner to explain the basis for the clinical appraisal. To elicit supporting evidence you can ask:
- What are the findings that led you to this diagnosis?
- Tell me more about why you think…
- What other diagnoses did you consider?
- Positive feedback
Provide positive reinforcement for the things that are correct and well done – be specific. Prompt the learner to reflect on their knowledge and performance. This interaction will help facilitate the development of an action plan for improvement and follow-up. To provide positive feedback you may say:
- You performed a thorough physical examination, what other aspects of your evaluation went well and how would you improve for the next time?
- Teach general rules
Use identified gaps in knowledge or understanding as the basis for teaching about general rules. Example:
- Let's talk briefly about how you would …. and let's go back and examine the patient together.
- Suggestions for improvement
Always offer suggestions for improvement for next clinical encounter