University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.
University of North Carolina at Chapel Hill, School of Education, Chapel Hill, North Carolina.
Am J Pharm Educ. 2019 Oct;83(8):7212. doi: 10.5688/ajpe7212.
To compare whether preceptors trained in the One-Minute Preceptor (OMP) method versus preceptors not trained in the OMP method use OMP methods, and whether their students demonstrate more frequent expression of therapeutic reasoning processes during case presentations. A pilot quasi-experimental study was conducted. In 2015, four preceptors attended an OMP training session. The OMP preceptors and three preceptors not trained in OMP were asked to collect audio recordings of their students presenting patient cases. The audio recordings were coded for preceptors' use of OMP methods and students' expression of therapeutic reasoning processes. In total, we collected 42 audio recordings from 27 students presenting a patient case to one of seven preceptors. Preceptors trained in OMP more frequently asked students to commit to a therapeutic assessment and plan, probed for their supporting reasoning, and reinforced what was done well. However, non-OMP preceptors' students more frequently articulated assessments and treatment plans in their case presentations. The non-OMP students also more frequently initiated discussion about the reasoning behind their assessments and plans without prompting from their preceptor. Implementing OMP workshops for preceptors to elicit students' therapeutic reasoning processes requires further consideration. Future research is needed on pragmatic and effective precepting methods.
比较接受过一分钟导师（OMP）培训的导师与未接受过 OMP 培训的导师是否使用 OMP 方法，以及他们的学生在病例汇报中是否更频繁地表达治疗推理过程。进行了一项试点准实验研究。2015 年，有四位导师参加了 OMP 培训课程。要求 OMP 导师和三位未接受 OMP 培训的导师收集学生汇报病例的音频记录。对音频记录进行编码，以了解导师使用 OMP 方法的情况以及学生表达治疗推理过程的情况。总共从 27 名向 7 位导师之一汇报病例的学生中收集了 42 份音频记录。接受过 OMP 培训的导师更频繁地要求学生承诺进行治疗评估和计划，探究他们的支持性推理，并强化做得好的方面。然而，非 OMP 导师的学生在病例汇报中更频繁地表达了评估和治疗计划。非 OMP 学生也更频繁地在没有导师提示的情况下，主动讨论他们评估和计划背后的推理。为了引出学生的治疗推理过程，为导师实施 OMP 研讨会需要进一步考虑。需要对实用有效的导师指导方法进行进一步的研究。
