From Student to Teacher: Medical Student Perceptions of Teaching Children and a Novel Application of the One Minute Preceptor
Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach.
Methods: We administered surveys to 1st, 2nd and 4th year medical students asking about perceptions of teaching. The surveys were completed in the Fall (2019) and again in late Spring (2020). In the interim, students were given the opportunity to teach 5th graders during an outreach program. We gave the medical student volunteers a brief interactive session about the One Minute Preceptor (OMP) as a tool to teach the children. In the Spring survey, medical students who used the OMP were also asked about its utility in the pediatric setting.
Results: Seventy-four students completed survey 1 and, of these, 51 completed the follow-up survey. Mean age was 24-27; 57% were female. Across both surveys, ≥70% were comfortable with and felt they understood their role as a teacher of trainees, peers, and patients. However, <50% felt they knew any teaching method or had a plan for improving teaching skills. All felt that teaching was an important medical skill. Six students completed OMP training and the outreach program. All felt the OMP was useful to teach key points, provide feedback, and involve the learner. They also all felt the OMP should be taught in medical school.
Conclusion: Medical students believe it is important to learn teaching skills. The OMP may be a useful addition to the medical school curriculum to help medical students teach in doctor-patient settings across ages and group sizes.
Neher JO, Gordon KC, Meyer B, Stevens N. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract. Jul-Aug 1992;5(4):419-24.
Gatewood E, De Gagne JC. The one-minute preceptor model: a systemic review. J Am Assoc Nurse Pract. 2019 Jan;31(1):46-57
Gallagher P, Tweed M, Hanna S, Winter H, Hoare K. Developing the one‐minute preceptor. Clin Teach. 2012 Dec;9(6):358-62.
Aagaard E, Teherani A, Irby DM. Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept. Acad Med. 2004 Jan;79(1):42-9.
Furney SL, Orsini AN, Orsetti KE, Stern DT, Gruppen LD, Irby DM. Teaching the one-minute preceptor: a randomized controlled trial. J Gen Intern Med. 2001 Sep;16(9):620-4
Arya V, Gehlawat VK, Verma A, Kaushik JS. Perception of one-minute preceptor(OMP) model as a teaching framework among pediatric postgraduate residents: a feedback survey. Indian J Pediatr. 2018 Jul;85(7):598.
Lockspeiser TM, Kaul P. Applying the one minute preceptor model to pediatric and adolescent gynecology education. J Pediatr Adolesc Gynecol. 2015 Apr;28(2):74-7.
Teherani A, O'Sullivan P, Aagaard EM, Morrison EH, Irby DM. Student perceptions of the one minute preceptor and traditional preceptor models. Med Teach. 2007 May;29(4):323-7
Brand MW, Ekambaram V, Tucker P, Aggarwal R. Residents as teachers: psychiatry and family medicine residents’ self-assessment of teaching knowledge, skills, and attitudes. Acad Psychiatry. 2013 Sep;37(5):313-6.
Grady-Weliky TA, Chaudron LH, Digiovanni SK. Psychiatric residents’ self assessment of teaching knowledge and skills following a brief “psychiatric residents-as-teachers” course: a pilot study. Acad Psychiatry. Nov-Dec 2010;34(6):442-4.
Hickie C, Kelly B, Nash L. Development and use of scripted film scenarios to teach the one-minute preceptor. Acad Psychiatry. 2017 Feb;41(1):110-113.
Trowbridge B. Clinical Teaching without the One-Minute Preceptor. Available from: https://www.youtube.com/watch?v=jyqy4bFkv9M. Last updated May 2009; cited August 2019.
Trowbridge B. Demonstration of the One-Minute Preceptor. Available from: https://www.youtube.com/watch?v=lCeyzpU7PMw. Last updated May 2009; cited August 2019.
Teaching to Teach. The Reserved Student- Teaching to Teach . Available from: https://vimeo.com/91284323. Last updated April 2014; cited August 2019.
Bowen JL, Eckstrom E, Muller M, Haney E. Enhancing the effectiveness of one-minute preceptor faculty development workshops. Teach Learn Med. Winter 2006;18(1):35-41.
McManus IC, Livingston G, Katona C. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement. BMC Med Educ. 2006 Feb 21;6:11.
Soriano RP, Blatt B, Coplit L, CichoskiKelly E, Kosowicz L, Newman L, et al. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010 Nov;85(11):1725-31
Copyright (c) 2020 Laura Cline, Muna Canales
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site; with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from the Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Enforcement of copyright
The IJMS takes the protection of copyright very seriously.
If the IJMS discovers that you have used its copyright materials in contravention of the license above, the IJMS may bring legal proceedings against you seeking reparation and an injunction to stop you using those materials. You could also be ordered to pay legal costs.
If you become aware of any use of the IJMS' copyright materials that contravenes or may contravene the license above, please report this by email to email@example.com
If you become aware of any material on the website that you believe infringes your or any other person's copyright, please report this by email to firstname.lastname@example.org