A novel tool for Clinical skill teaching -One Minute Preceptor .

2. One Minute Preceptor
(OMP) Model
Dr. Dhwani Desai
Associate professor,Obs & Gynec Dept.
GMCS

3. Objectives
• At the end of this session, participants will be able to
– Enumerate five micro-skills of OMP model
– Elaborate each of five micro-skills of OMP with
examples
– Understand its importance in clinical teaching

4. Challenges and problems in clinical
teaching?

5. Introduction
• Neher and colleagues (1992)
• Ambulatory teaching encounters
• Any Setting: Office, OPD, Wards, OT , Indoor Rounds ,
Laboratory

6. OMP - Five Micro skills Method

7. 1. Get a commitment
Why?…
Encourages learner to process further and problem solve.
Examples...
Open ended questions
“What do you think is going on?”
“What other information do you feel is needed?”
“What would you like to accomplish in this visit?”
Non Examples….

8. 2. Probe for supporting evidence
Why?…
Helps you to assess the learners knowledge and thinking
process.
Examples...
Direct Questions: Knowledge & Clinical Reasoning
“Why do you think this?"
"What were the major findings that led to your conclusion?"
What kept you from that choice?“
Non Examples….

9. 3. Teach general rules
Why?…
-Allows learning to be more easily transferred to other
situations.
-Symptoms, treatment options, or resources to look information
"If the patient only has cellulitis, incision and drainage is not
possible. You have to wait until the area becomes fluctuant to
drain it."

10. Remember
-It is not imperative that the teacher “teach something”
every time.
-Keep it brief and focused on identified issues.
-Avoid anecdotes and idiosyncratic preferences.
-Keep it to 1-3 general rules at most

11. 4. Reinforce what was done right
Why?...
-Behaviors that are reinforced will be more firmly established
- Describe specific behaviors and likely outcomes
Encourage
“Obviously you considered the patient’s finances in your
selection of a drug. Your sensitivity to this will certainly
contribute to improving his compliance. Well done."

12. 5. Correct errors
Why?…
Corrects mistakes and forms foundation for improvement.
Feedback
"You may be right that this child’s symptoms are probably
due to a viral upper respiratory infection. But you can’t be
sure it isn’t otitis media unless you’ve properly examined
the ears."

13. One Minute Preceptor
Probing
3 min
Feedback
1 min
History
6 min

14.  First three Micro skills: 40-60% encounters
 4th (Reinforce done right) & 5th (Correct mistakes) in
12.8% and 18.6% encounters
William Huang, Dept. of Family and Comm. Medicine, March, 2006.

15. Summary
• First two microskills diagnose learner knowledge
and reasoning
• Last three microskills offer tailored instruction

16. Advantages
 Simple & Practical
 Easy to use: OPD, Indoor, Rounds
 Well accepted
 Efficient & effective
 Dose not prolong teaching process
 Preceptor feel more confident in patient diagnosis &
learners evaluation
 Feedback more specific
 Motivate learner

17. Tips on Using the Micro skills
- Clarify expectations .
- Don’t interrupt the student during his/her patient presentation.
- Make learner commit to a diagnosis or plan and give the
rationale for these decisions before critiquing the presentation.
- Teaching includes indicating resources as well as telling the
answers.
- Reinforce positive actions and provide constructive correction
of mistakes or misconceptions

18. My Experiences with OMP

19. “Tell me and I forget, teach me and I may
remember, involve me and I learn.”
Benjamin Franklin

20. Reference
Neher JO, Gordon KA, Meyer B, Stevens N. A five step “microskills” model of clinical
teaching. JABFP, 5:419-24, 1992
Neher, J.O., & Stevens, N.G. (2003). The One-minute Preceptor: Shaping the
Teaching Conversation. Family Medicine 35(6):391-3.

21. Acknowledgements
-Dr.Priti Kapdia
-Dr. Anusha Prabhakaran
-MEU members
-ACME mentors ,Karamsad