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Journal of General Internal Medicine

, Volume 17, Issue 10, pp 779–787 | Cite as

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

  • Stephen M. Salerno
  • Patrick G. O’Malley
  • Louis N. Pangaro
  • Gary A. Wheeler
  • Lisa K. Moores
  • Jeffrey L. Jackson
Original Articles

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 18,577 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.

Key words

feedback ambulatory teaching faculty development 

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Copyright information

© Society of General Internal Medicine 2002

Authors and Affiliations

  • Stephen M. Salerno
    • 4
    • 1
  • Patrick G. O’Malley
    • 1
    • 2
  • Louis N. Pangaro
    • 1
  • Gary A. Wheeler
    • 3
  • Lisa K. Moores
    • 1
  • Jeffrey L. Jackson
    • 1
  1. 1.Uniformed Services University of the Health SciencesBethesda
  2. 2.Walter Reed Army Medical CenterWashington, D.C.
  3. 3.Madigan Army Medical CenterTacoma
  4. 4.Department of Medicine (MCHK-DM)Tripler Army Medical CenterHonolulu

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