1. The One Minute Preceptor: Maintaining Efficiency While Teaching
Jennifer Hagen, MD, FACP
Office of Faculty Development
University of Nevada, Reno School of Medicine

2. Learning Objectives
Apply the steps of the One Minute Preceptor (OMP) technique
Appreciate how OMP allows you to identify knowledge gaps for any level or learner
Based on identified gaps, learn to select one teaching pearl for each patient
Facilitate self-directed learning using the OMP

3. Why we like the One Minute Preceptor (OMP):
Efficient and effective clinical teaching tool
Teaches at the level of each learner
Delivers one key learning point
Learners identify areas for improvement
Guides learners’ to self-directed learning

4. OMP Steps (Microskills)
Get a Commitment
Probe for Supporting Evidence
Teach General Rules
Reinforce What Was Done Right
Correct Mistakes
Set Learning Goals
Neher et al. A Five-Step “Microskills” Model of Clinical Teaching. JABFP 1992; 5:

5. 1. Get a Commitment First step after learner’s patient presentation
Have early learners commit to a diagnosis
What do you think this patient has?
As learners progress apply this step to any aspect of patient care
Does this patient need to be admitted to telemetry or the ICU?
What is the most cost-effective way to approach this diagnostic work-up?
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

6. Helpful Questions What do you think is going on?
How do you plan to find the diagnosis?
What is your treatment plan?
How are you going to address this situation?
For learners unwilling to commit:
What would you do for this patient if I wasn’t available?
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

7. 2. Probe for Supporting Evidence
This helps you understand how the learner came to his/her commitment
The learner should note:
Supporting H & P findings
Supporting labs/radiology
Supporting medical evidence
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

8. Helpful Questions
What factors did you consider in making that diagnosis?
What other options did you consider?
Would it alter your management if this patient was pregnant? older? younger? etc.
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

9. 3. Teach General Rules Pick one learning point
Avoid the temptation of trying to teach everything about each case
Pick teaching points generalizable to other cases
Example: Although 105 CFU/ml is usually the criteria for urinary tract infection, CFU/ml may indicate infection in symptomatic patients with pyuria.
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

10. 4. Reinforce What Was Done Right
Identify a specific behavior, knowledge or attitude that you would like the student to continue exhibiting
Examples:
It was good that you included small bowel obstruction in your differential diagnosis.
It was good that you did not get defensive when the patient was angry.
You demonstrated good sterile technique.
You can ask the learner to identify what they think they did well
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

11. 5. Correct Mistakes Effective feedback is:
Announced
Timely
Specific
Behavior related
Ask the learner to identify what could have been done differently
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

12. 6. Set Learning Goals
The student may suggest a reading topic based on your feedback
If not prompt the learner – What are you going to read about tonight to learn more about this topic?
Close with commitment to discuss at next meeting

13. Tips for New Professors
Plan your teaching points
Practice OMP one step at a time
Choose areas of focus for the learner
Theme for the day/week: physical findings
Reinforce what was taught
Announce feedback
I’m going to give you feedback now
Model self-directed learning
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

14. The One Minute Preceptor Video
Please click the link below to watch a 2-minute video of the One Minute Preceptor in action:
This brief video features Dr. Ivan Lopez, Director, Renown Institute for Neurosciences; Professor and Chair, Department of Neurology, University of Nevada, Reno School of Medicine (in the role of Preceptor) and University of Nevada, Reno School of Medicine MSIV Student, Diane Mar (in the role of medical student) as they illustrate the OMP technique. We thank them and our UNR Med-IA team for giving their time to develop this video.

15. References
Neher et al. A Five-Step “Microskills” Model of Clinical Teaching. JABFP 1992; 5(4):
Neher, Stevens. The One-Minute Preceptor: Shaping the Teaching conversation. Family Medicine 2003; 35(6):

16. Contact Information
For questions about the One Minute Preceptor or Community Faculty Development: Dr. Jennifer Hagen, Associate Dean, Office of Faculty Development (775) For questions about the Office for Community Faculty: Dr. April Heiselt, Director, Office for Community Faculty (775)