Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach. (February 2022)

• Record Type: Journal Article
• Authors: Savaria, Michael C.; Min, Sugi; Aghagoli, Ghazal; Tunkel, Allan R.; Hirsh, David A.; Michelow, Ian C.
• Is Part Of: International journal of infectious diseases. Volume 115(2022)
• Page Start: 149
• Page End: 153
• Publication Date: 2022-02
• Subjects: clinical education -- teaching -- skills -- diagnostic reasoning -- one-minute preceptor; Communicable diseases -- Periodicals; Communicable Diseases -- Periodicals; Communicable diseases; Periodicals; Electronic journals; 616.9
• DOI: 10.1016/j.ijid.2021.12.314
• Languages: English
• ISSNs: 1201-9712

Abstract

Highlights: Few validated methods exist for teaching clinical skills and diagnostic reasoning This Perspective addresses gaps in clinical education pedagogy A refined educational model is proposed, focusing on infectious diseases The new approach enhances the one-minute preceptor microskills method Diagnosis, Evidence, Feedback, Teaching (DEFT) is a helpful reminder of the steps Abstract: Few validated methods that are grounded in educational theory exist to effectively teach medical knowledge, clinical skills, and diagnostic reasoning to learners at different stages of medical training. The goal of this Perspective was to address potential gaps in clinical education pedagogy by modeling new concepts for teaching in the field of infectious diseases. Our approach involved synthesizing the relevant literature, identifying proven approaches, and enhancing an existing educational microskills model — the one-minute preceptor. Our strategy was to emphasize the essential core elements of the one-minute preceptor using a descriptive acronym — DEFT (Diagnosis, Evidence, Feedback, Teaching), meaning skillful — as a potentially helpful reminder to improve the quality of interactions between learners and preceptors. The need for learners to discuss risk factors, mechanisms of disease, and potential complications, and for preceptors to model analytical and diagnostic skills, was further illustrated using a practical example of a teacher–learner interaction about a child with a respiratory infection. The one-minute preceptor/DEFT approach is experiential, adaptable, case-driven, and skills-focused, and also applicable to clinical training in other specialties.