1. The Minnesota Rural Health School
The One Minute Preceptor
Presented by Terry L. Lewis
MPAS, PA-C

2. The One Minute Preceptor
Used and reformatted with the permission of David Irby, PhD

3. Get a Commitment Student presents the case
Preceptor-What do you think is going on here?
Rationale - How does the student interpret the data?

4. Examples “What do you think is going on here?”
“What would you like to accomplish during this visit?”
“Why do you think the patient has been non-compliant?”

5. Probe for Supporting Evidence
Student has presented case and looks to you for confirmation or alternative
Preceptor - Ask for evidence
Rationale - Identifies thought process

6. Examples “What were the major findings that led to your conclusions?”
“What else did you consider? What kept you from that choice?”

7. Teach General Rules
Provide general rules, concepts or considerations, and target them to the learner’s level of understanding - When this happens, do this…
Rationale -understanding better

8. Examples
“If the patient only has cellulitis, incision and drainage is not possible. You have to wait until the area becomes fluctuant to drain it.”
“Patients with UTIs usually experience pain with urination, increased frequency and urgency. The UA should show bacteria, and WBCs and may have RBCs.”

9. Tell them what they did right!
Take the first chance to comment on: 1) the specific good work and 2) the effect it had.
Rationale - Skills in learners that are not well established need to be reinforced.

10. Examples
“Obviously you considered the patient’s finances in your selection of a drug. Your sensitivity to this will certainly contribute to improving her compliance.”
“You did not jump into her complaint of abdominal pain, but kept that open until the patient revealed her real agenda. That will save a lot of unnecessary workup and will get to the real heart of her concerns first.”

11. Correct Mistakes
When the learner’s work has demonstrated mistakes or misunderstanding
Correct quickly
Rationale - Mistakes left unattended have a good chance of being repeated!!!

12. Examples
“You might be right that this child’s symptoms are probably due to a viral upper respiratory infection, but you can’t be sure it isn’t otitis media unless you’ve examined the ears.”
“I agree that the patient is probably drug-seeking, but we still need to do a careful history and physical examination.”

13. Constructive Feedback
Is descriptive rather than evaluative
Is specific rather than general
Focuses on behavior rather than personality
Shares information
Is well-timed

14. Constructive Feedback Continued
Is appropriate in amount
Is offered rather than imposed
Can be verified
Pays attention to consequences
Builds relationships