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Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting
Stephen M Salerno1, Patrick G O'Malley, Louis N Pangaro
1Department of Medicine, Tripler Army Medical Center, Honolulu, Hawaii 96859-5000, USA. smsalerno@mindspring.com
Journal of General Internal Medicine
|October 23, 2002
Summary
Faculty development workshops using the One-Minute Preceptor model modestly improved feedback quality in ambulatory settings. This teaching model enhanced clinical feedback specificity and teacher-reported success in outpatient medical education.
Area of Science:
- Medical Education
- Clinical Teaching
- Faculty Development
Background:
- Few models for medical student instruction in ambulatory settings are formally studied.
- Effective feedback is crucial for outpatient clinical education.
Purpose of the Study:
- To assess the impact of faculty development workshops based on the One-Minute Preceptor model.
- To evaluate changes in the amount and quality of feedback in outpatient settings.
Main Methods:
- The study involved audiotaping and qualitative coding of 94 outpatient teaching encounters.
- Faculty development workshops utilized the One-Minute Preceptor model.
- Surveys assessed teacher, learner, and patient satisfaction.
Main Results:
- Feedback proportion increased from 17% to 22% (P=.09), with greater specificity (9% to 15%, P=.02).
- Teachers reported more successful learning encounters and improved evaluation skills.
- Workshop duration and student/patient satisfaction remained unaffected.
Conclusions:
- Brief, interactive faculty development workshops based on the One-Minute Preceptor model yield modest improvements in feedback quality.
- The One-Minute Preceptor model shows promise for enhancing clinical teaching in ambulatory care.