Sharma Ritu, Badyal Dinesh K, Sharma Rakhee, Seth Shikha, Singh Monika
Department of Obstetrics & Gynecology, Government Institute of Medical Sciences, Greater Noida, UP 201310 India.
Department of Pharmacology& Medical Education, Christian Medial College, Ludhiana, 141008 India.
J Obstet Gynaecol India. 2023 Feb;73(1):69-76. doi: 10.1007/s13224-022-01718-8. Epub 2022 Oct 21.
In absence of a dedicated teaching curriculum for non-PG residents in Obstetrics and Gynecology department, a concise teaching learning method, One-Minute Preceptor (OMP) with feedback being its core component may be introduced to translate their theoretical knowledge into clinical practice.
This descriptive cross-sectional study included four faculty members and 20 residents. Each resident was exposed to three OMP sessions pertaining to common gynecological case scenarios with a gap of at least two days in between the sessions with faculties acting as preceptor and as observer. After three OMP sessions, feedback from residents and faculty regarding their teaching and learning experience after implementing this tool was obtained through separate pre-validated questionnaires graded on Likert's scale.
The satisfaction index of the residents and faculties for OMP was found to be 96.3% and 95%, respectively. All residents and faculty members had consensus that OMP addressed the learning gaps (mean score 4.45 ± 0.51 and mean score 4.5 ± 0.57, respectively) and expressed being highly satisfied with OMP in busy clinical settings as compared to traditional method of teaching with mean score of 4.9 ± 0.30 and 4.75 ± 0.5, respectively. The faculties had consensuses that OMP can assess all domains of learning (mean score 4.75 ± 0.5). All residents and faculties opined that the time allotted to address all micro-skills was less and 60% residents advocated allotting at least 5 min time to the teaching encounter.
Our study indicates the beneficial role of OMP in time-constraint clinical environment and warrants further research to review the time frame keeping in view the learners' needs and the discipline.
由于妇产科非研究生住院医师缺乏专门的教学课程，可引入一种简洁的教学方法——一分钟导师制（OMP），其核心组成部分是反馈，以将他们的理论知识转化为临床实践。
这项描述性横断面研究包括4名教员和20名住院医师。每位住院医师参加了3次与常见妇科病例场景相关的OMP课程，课程之间间隔至少两天，教员分别担任导师和观察者。在3次OMP课程结束后，通过单独的经过预验证的李克特量表评分问卷，获得了住院医师和教员对实施该工具后的教学和学习体验的反馈。
住院医师和教员对OMP的满意度指数分别为96.3%和95%。所有住院医师和教员一致认为，OMP弥补了学习差距（平均得分分别为4.45±0.51和4.5±0.57），并且表示与传统教学方法相比，在繁忙的临床环境中对OMP非常满意，传统教学方法的平均得分分别为4.9±0.30和4.75±0.5。教员们一致认为，OMP可以评估学习的所有领域（平均得分4.75±0.
