Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting.

Full Abstract

OBJECTIVE:
While several models of medical student instruction in the ambulatory setting exist, few have been formally studied. We wished to assess the impact of a faculty development workshop based on the One-Minute Preceptor model on the amount and quality of feedback in the outpatient setting.

DESIGN:
Ambulatory teaching behaviors were studied during consecutive outpatient precepting sessions before and after 3 faculty development workshops. Student-teacher interactions were assessed using audiotapes of teaching encounters coded through qualitative techniques, and surveys of teacher, learner, and patient satisfaction.

SETTING:
Ambulatory internal medicine clinic in a tertiary care medical center.

PATIENTS/PARTICIPANTS:
Nine board-certified internist faculty preceptors and 44 third-year medical students.

INTERVENTIONS:
Three 90-minute faculty development seminars based on the One-Minute Preceptor teaching model.

MEASUREMENTS AND MAIN RESULTS:
Ninety-four encounters with 18577 utterances were recorded, half before and half after the seminars. After the workshops, the proportion of utterances that contained feedback increased from 17% to 22% (P =.09) and was more likely to be specific (9% vs 15%; P =.02). After the workshops, teachers reported that the learning encounters were more successful (P =.03) and that they were better at letting the students reach their own Conclusions (P =.001), at evaluating the learners (P =.03), and at creating plans for post-encounter learning (P =.02). The workshops had no effect on the duration of the student-teacher encounter or on student or patient satisfaction with the encounters.

CONCLUSIONS:
Brief, interactive, faculty development workshops based on the One-Minute Preceptor model of clinical teaching resulted in modest improvements in the quality of feedback delivered in the ambulatory setting.

Learn Faster Today Improve your study skills

Author information

Author/s: Salerno, Stephen M (SM); O'Malley, Patrick G (PG); Pangaro, Louis N (LN); Wheeler, Gary A (GA); Moores, Lisa K (LK); Jackson, Jeffrey L (JL);

Affiliation: Department of Medicine, Tripler Army Medical Center, Honolulu, Hawaii 96859-5000, USA. smsalerno(-atsign-)mindspring.com

Journal and publication information

Publication Type: Evaluation Studies; Journal Article

Journal: Journal of general internal medicine : official journal of the Society for Research and Education in Primary Care Internal Medicine (J Gen Intern Med), published in United States. (Language: eng)

Reference: 2002-Oct; vol 17 (issue 10) : pp 779-87

Dates: Created 2002/10/22; Completed 2003/01/03; Revised 2004/11/17;

PMID: 12390554, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Ambulatory Care
Education, Medical, Undergraduate - methods
Faculty
Feedback

This article has not been indexed for related articles as yet, however you can still use the live related article search links below.

See 100+ related articles.