The synergistic impact of "SO-TO-DO" and one-minute preceptor models on skill and knowledge development

Medical education transforms to competency-based systems which require knowledge with practice. Hence, integrating "So-to-Do" with Modified One-Minute Preceptor (OMP) model is critical. First-year medical students showed better retention of learning material and better accuracy in device operation by using this combined method for sphygmomanometer and audiometer and ECG. The new assessment pattern involving MCQs and OSPE delivered better results than conventional instructional methods. Evaluation from students along with faculty demonstrated higher levels of participation while showing better understanding among participants alongside enhanced evaluative abilities. Students learned their skills better because of structured feedback given in a stepwise manner. Proof from the hybrid teaching approach indicates its ability to deliver efficient modern medical education systems.