Carr Amanda Nichole Mandi, Kirkwood Roy Neville, Petrovski Kiro Risto
Davies Livestock Research Centre, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia.
Swine Production Medicine, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia.
Vet Sci. 2021 May 24;8(6):89. doi: 10.3390/vetsci8060089.
Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1-4 h of training is usually recommended.
有效的临床教学对兽医专业学习者的发展至关重要。对兽医教师而言，教授临床推理是一项挑战，因为许多教师缺乏足够的临床教学培训。在本文中，我们建议使用临床教学的五微技能（FMS；也称为一分钟指导教师）模型，该模型不仅可用于临床诊疗过程中的教学，还可用于传统教学课程（如实践课）。FMS模型有助于教师评估学习者的知识水平和发展情况，并能提供反馈。FMS模型适用于教师繁忙的临床或教学日程安排，且只需要对教师进行培训，而无需对学习者进行培训。我们提供了两个使用FMS模型的示例，一个是临床诊疗示例，另一个是生物化学实践示例。通过这些示例，读者应能够提炼出该模型的基础，并开始在日常实践中使用它。通常建议进行1 - 4小时的培训以正确使用该模型。
