• Arianne Teherani, Patricia O'Sullivan, Eva M Aagaard, Elizabeth H Morrison, and David M Irby.
• Department of Medicine and Office of Medical Education, University of California School of Medicine, San Francisco, CA 94143-0410, USA. arianne.teherani@ucsf.edu
• Med Teach. 2007 May 1; 29 (4): 323-7.

BackgroundThe 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.MethodsThird- 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.ResultsStudents 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.ConclusionsStudents 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.

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