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Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach.

Michael C Savaria1, Sugi Min2, Ghazal Aghagoli2

  • 1Office of Medical Education, The Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.

International Journal of Infectious Diseases : IJID : Official Publication of the International Society for Infectious Diseases
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PubMed
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A new DEFT (Diagnosis, Evidence, Feedback, Teaching) model enhances the one-minute preceptor for medical education. This approach improves clinical teaching quality and diagnostic reasoning skills for trainees.

Keywords:
clinical educationdiagnostic reasoningone-minute preceptorskillsteaching

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Area of Science:

  • Medical Education
  • Infectious Diseases
  • Clinical Pedagogy

Background:

  • Limited validated educational theories exist for teaching medical knowledge and diagnostic reasoning.
  • Existing clinical education models require enhancement to meet diverse learner needs.
  • Infectious diseases present complex diagnostic challenges requiring effective teaching strategies.

Purpose of the Study:

  • To address gaps in clinical education pedagogy by proposing new teaching concepts.
  • To enhance the existing one-minute preceptor model for improved medical training.
  • To introduce the DEFT (Diagnosis, Evidence, Feedback, Teaching) acronym as a mnemonic for effective clinical interactions.

Main Methods:

  • Synthesized relevant literature on medical education and clinical skills.
  • Identified and adapted proven educational approaches.
  • Enhanced the one-minute preceptor model with the DEFT framework.
  • Illustrated the model with a case example of a child with a respiratory infection.

Main Results:

  • The DEFT acronym (Diagnosis, Evidence, Feedback, Teaching) provides a structured approach to clinical teaching.
  • The enhanced model emphasizes core elements of learner-preceptor interactions.
  • The DEFT approach facilitates discussion of risk factors, disease mechanisms, and complications.
  • Preceptors can model analytical and diagnostic skills effectively.

Conclusions:

  • The one-minute preceptor/DEFT approach is a practical, skills-focused method for clinical training.
  • This model is adaptable, case-driven, and experiential.
  • The DEFT framework can improve the quality of medical education interactions.
  • The approach is applicable across various medical specialties beyond infectious diseases.