• Judith L Bowen, Elizabeth Eckstrom, Melinda Muller, and Elizabeth Haney.
• Department of Medicine, Division of General Internal Medicine & Geriatrics, Oregon Health & Science University, Portland, Oregon 97239-3098, USA. bowenj@ohsu.edu
• Teach Learn Med. 2006 Jan 1;18(1):35-41.

BackgroundThe One Minute Preceptor (OMP) faculty development workshop is aimed at improving outpatient preceptors' abilities to teach in ambulatory settings. Practice applying the 5 microskills is central to learning the OMP, yet participants frequently avoid the role-playing portion of the standard workshop. Task complexity may result in significant cognitive burden while learning these new teaching skills.DescriptionThe development of highly scripted case scenarios and standardized learners (SLs) to role-play authentic teaching situations are aimed at reducing task complexity. We describe case development, SL training, and application of these enhancements in 5 OMP workshops.EvaluationQualitative assessments and workshop participant evaluations showed improved role-playing participation and satisfaction with the authenticity of the training sessions.ConclusionThe introduction of highly scripted cases and SLs appear to effectively help participants overcome dissatisfaction with role-playing and provide increasingly challenging yet authentic clinical teaching scenarios for skills practice. We recommend further research using objective measures.

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