Student perceptions of the one minute preceptor and traditional preceptor models.
BACKGROUND
The one-minute preceptor (OMP) model was developed to effectively and efficiently teach learners while simultaneously addressing patient needs. This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters.


METHODS
Third- and fourth-year students (N = 164) at two medical schools completed a questionnaire and prompts on teaching points in response to viewing two videotaped precepting encounters. Differences between OMP and traditional precepting scores were computed using a factorial repeated measures analysis of co-variance (ANCOVA). Teaching points were coded and counted.


RESULTS
Students preferred the OMP precepting model to the traditional teaching model (p = 0.001). While the desired teaching points changed as the case presentation/discussion progressed, students were most interested in learning about the clinical presentation or natural progression of the disease regardless of teaching model used.


CONCLUSIONS
Students rate the OMP as a more effective model of teaching than the traditional model. The teaching points desired by students change as the case presentation/discussion unfolds. Work carried out at: University of California, San Francisco, Office of Medical Education and University of California, Irvine, Department of Family Medicine.
Teherani
Arianne
A
Department of Medicine and Office of Medical Education, University of California School of Medicine, San Francisco, CA 94143-0410, USA. arianne.teherani@ucsf.edu
O'Sullivan
Patricia
P
Aagaard
Eva M
EM
Morrison
Elizabeth H
EH
Irby
David M
DM
D001290:Attitude; D006801:Humans; D017145:Models, Educational; D011231:Preceptorship / Q000379:methods* / Q000592:standards*; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D014743:Videotape Recording