1. Teaching Skills
The Learning Lunch Series for Allied Health
Preceptors
Rebecca Blanchard, PhD.
Tuesday, October 30, 2012
2. Goal & Objectives
The workshop prepares participants to
develop effective teaching skills.
By the end of this workshop, participants will
be able to…
• Identify traits of effective clinical teachers
• List the steps of the One-Minute Preceptor model
and explain how each step fosters effective and
efficient teaching..
• Apply the steps to a sample student presentation.
4. Effective Clinical Teachers
communicate expectations explicitly
stimulate interest enthusiastically
interact skillfully with patients
involve the learner in the teaching process
role model desired behaviors
give timely feedback on performance
5. The One Minute Preceptor
The 5 microskills of the One Minute Preceptor are:
Get a commitment—i.e., ask the learner to articulate his/her
own diagnosis or plan
Probe for supporting evidence—evaluate the learner's
knowledge or reasoning
Teach general rules—teach the learner common “take-home
points” that can be used in future cases, aimed preferably at an
area of weakness for the learner
Reinforce what was done well—provide positive feedback
Correct errors—provide constructive feedback with
recommendations for improvement.
Neher J, Stevens, N G (2003). The one-minute preceptor: Shaping the teaching conversation. Family Medicine, 35 (6); 391-393.
7. Questions?
Please complete the evaluation!
Find this content online through the
Baystate Health Sciences Library Subject Guides:
“Learning Lunch Series for Preceptors”
http://libguides.baystatehealth.org/browse.php
References:
Neher J, Stevens, N G (2003). The one-minute preceptor: Shaping the teaching
conversation. Family Medicine, 35 (6); 391-393.
"The One Minute Preceptor: 5 Microskills for One-On-One Teaching." The One Minute
Preceptor. MAHEC Office of Regional Primary Care Education, n.d. Web. 20 Aug. 2012.
<http://www.oucom.ohiou.edu/fd/monographs/microskills.htm>.
Barker, E. R. and Pittman, O. (2010), Becoming a super preceptor: A practical guide to
preceptorship in today's clinical climate. Journal of the American Academy of Nurse
Practitioners, 22: 144–149. doi: 10.1111/j.1745-7599.2009.00487.x
Editor's Notes
Ground Rules: Given the time constraints, we will adhere to a specific structure. We will present some didactic content and we will then engage participants in an activity to practice the content. We will end by debriefing, which includes an opportunity to provide us with feedback on the session and an opportunity to ask questions.
(1 min)
Ask the group to take a moment to think about effective teachers they have had in the past. What were some of the qualities that made them effective? What were some of the methods they used to facilitate effective learning? Generate a list of characteristics shared by the group. (3 minutes)
Introduction to The One Minute Preceptor. The micro skills concept of teaching has been accepted as an effective method since 1992 when it was first introduced in the literature (Neher and Stevens, 2003). It has become commonly known as the One Minute Preceptor model. Notable points to highlight: validated model for effective and efficient clinical teaching applicable to learners in any clinical setting promotes independence and self directed learning encourages the teacher to recognize "teachable moments“ Review each microskill.
Create an activity which provides a case study for participants to review. Break the group into pairs and ask one person to play the role of student, and one to play the role of preceptor. Ask the student to present the case to the preceptor. Using the steps of the One Minute Preceptor, ask the preceptor to respond to the student presentation.
