The value of One-Minute Preceptor combined with Flipped Classroom teaching model in clinical teaching of general practice.

OBJECTIVE

This study aimed to evaluate the effectiveness of combining the One-Minute Preceptor (OMP) and Flipped Classroom (FC) methods in clinical teaching for general medicine residents during their standardized training.

METHODS

A total of 80 general medicine residents undergoing standardized training at our hospital between June 2023 and December 2024 were selected as study participants. These residents were randomly assigned to either an experimental group (n = 40) receiving the OMP/FC teaching method or a control group (n = 40) following traditional teaching methods. The effectiveness of the teaching methods and resident satisfaction were assessed through exit examinations and a questionnaire survey.

RESULTS

There was no significant difference in gender, age and other general data between the two groups. The experimental group showed significantly higher performance in the exit examination compared to the control group, with superior scores in theoretical assessments, first-round medical record writing, major case documentation, and clinical reasoning (P < 0.05). Additionally, survey results indicated that the experimental group exhibited better abilities in disease history taking, physical examination, and interpreting auxiliary examinations (P < 0.05). While improvements in theoretical knowledge, medical record documentation, and clinical reasoning were statistically significant (P < 0.05), the size of the improvement for some measures, such as satisfaction ratings, were modest and may not be clinically meaningful.

CONCLUSION

The combination of the OMP and FC methods significantly improved the clinical training outcomes for general medicine residents. These methods enhanced key clinical skills, increased teaching effectiveness, and fostered higher levels of resident satisfaction, making them a promising approach for clinical education in primary care.