Clinical teacher training--maximising the 'ad hoc' teaching encounter

Classically, the patient is absent when the learner makes an 'ad hoc' corridor enquiry of their supervisor. This teaching encounter challenges the supervisor to ensure that the educational benefit is not limited by the brevity of the encounter. Focusing on some of the critical steps or teaching skills involved in the learning process increases the efficiency and effectiveness of this type of teaching encounter. Educationalists have provided models to optimise this fleeting corridor enquiry. This article presents a range of scripted clinical teaching scenarios that demonstrate the sound educational theory and principles underlying one such model--the 'one minute preceptor' or 'five step microskills model' of clinical teaching.