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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Developing the One-Minute Preceptor.

Peter Gallagher1, Mike Tweed, Sean Hanna

  • 1Medical Education Unit, University of Otago, Wellington, New Zealand. peter.gallagher@otago.ac.nz

The Clinical Teacher
|November 22, 2012
PubMed
Summary
This summary is machine-generated.

Medical educators can enhance clinical teaching by integrating the One-Minute Preceptor model into traveling workshops. This approach bridges theory and practice, improving student learning experiences without disrupting clinical duties.

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Area of Science:

  • Medical Education
  • Clinical Teaching Strategies

Background:

  • Clinical settings are crucial for medical student learning.
  • Clinical work demands often supersede teaching priorities.
  • Clinicians seek effective teaching methods that minimize disruption.

Purpose of the Study:

  • To enhance the teaching role of clinicians in busy clinical environments.
  • To augment existing traveling workshops with the One-Minute Preceptor principles.

Main Methods:

  • Faculty educational developers collaborated with clinicians.
  • An established traveling workshop program was enhanced.
  • Key principles of the One-Minute Preceptor were incorporated.

Main Results:

  • Classroom training was combined with direct observation of clinical teaching.
  • The integration facilitated the application of theoretical knowledge in practice.

Conclusions:

  • The blended approach effectively translated educational theory into authentic workplace practice.
  • This strategy supports quality learning experiences for medical students within demanding clinical settings.