Department of Anatomy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China; Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
Anat Sci Educ. 2014 Mar-Apr;7(2):124-9. doi: 10.1002/ase.1381. Epub 2013 Jul 17.
The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year, undergraduate-entry, system- and problem-based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies.
一分钟导师（OMP）是一种在繁忙的门诊环境中高效、以学习者为中心的教学方法。本项目评估了在大体解剖实验室中对经验丰富的解剖学教师进行 OMP 使用培训对学生感知学习的影响。来自五年制本科起点、系统和基于问题的医学课程的二年级医学生被随机分为两组，每组 76 人。两组学生在不同日期参加同一堂大体解剖实验室课程，由两位教师（均有超过 25 年的教学经验）监督。教师们在两次课程之间参加了关于使用 OMP 的研讨会。课程结束时，学生们会填写一份问卷，表明他们对学习经历的陈述的认同程度。在第二节课后，对两位教师进行了半结构化访谈。结果表明，培训经验丰富的解剖学教师使用 OMP 并没有提高学生在大体解剖实验室的学习感知。有经验的教师已经形成了自己的教学方法，其中包含与 OMP 类似的元素：以学习者为中心，适应个别学生的需求，提供反馈，并增强教师的即时性。他们没有像 OMP 那样明确的结构，因此具有灵活性和适应性。将教师的教学行为限制在 OMP 结构中可能会限制他们的表现。尽管新手教师采用 OMP 技术具有理论上的优势，但这些优势仍需要进一步研究的支持。
