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Many diverse teaching methods increase the effectiveness of education. The one-minute preceptor is one of the key aspects which helps to learn concepts in physical therapy as the teacher provides direct feedback on the students knowledge (Gatewood & De Gagne, 2019). The idea is mainly oriented on the development of short-term memory that moves knowledge to long-term memory after several repetitions of concepts. The traditional precepting model is similar to the idea of one-minute ideas by effectiveness. However, these two models are used for different purposes causing various advantages and disadvantages to the education in physical therapy.
The medical industry usually requires people to learn theories and numbers by heart. Mistakes in this sphere are not allowed, and students should understand the importance of educational models to learn new concepts more efficiently. On the one hand, the one-minute model helps to remember more information by repeating it every 5 minutes or less (Gatewood & De Gagne, 2019). The advantage of the concept is massive as more specific information can be remembered, and paraphrasing will not appear. On the other hand, the traditional precepting concept allows to development of more generic skills like presenting information and history talking (Servey & Wyrick, 2018). Both methods allow one to remember the same information correctly but in a specific period. Therefore, the diagnosing process stays successful in both educational concepts.
Some functions in the one-minute method may not benefit students due to differences in learning abilities. Medical undergraduates may have to try different learning methods before switching to the one-minute model because this method may be less effective compared to others (Gatewood & De Gagne, 2019). Similarly, the traditional presenting model does not allow students to study new theories more in-depth and ensure that all concepts are remembered and used in real practice.
Physical therapy includes the treatment of diverse diseases which may not be vital to patients but lower the quality of life. Commitment, probe for supporting evidence, teaching of general rules, reinforce of what was done right, and mistake correction are the main micro-skills used in the one-minute model (Neher & Stevens, 2003). Such skills as communication and the ability to set diagnoses with a small range of testing can help medical workers to achieve better results in physical therapy (Arya et al., 2018). One of the scenarios related to these two micro-skills is a young sportsman who has injured their back while pulling up the bar in the gym. The professional with the increased communicative skill will be able to ask a specific question to apply the appropriate treatment:
when did it happen?
today in the morning.
To diagnose the patient, a medical expert should consider using the skill retrieved from the one-minute model to find the problem without extra tests. In this case, the following question can be asked for further understanding of the problem:
did you warm up before the exercise?
no, I did not.
A young sportsman can potentially have torn ligaments, and other micro-skills of the one-minute model should be applied to ensure the accuracy of the diagnosis. Clinical workers should be able to reinforce the tasks done well to pay more attention to gaps (Savaria et al., 2022). Moreover, medical graduates need to understand the importance of general understanding of medicine and its concepts of the first aid. Finally, if some mistakes are done, healthcare professionals should be able to apply working solutions which will not worse the outcomes in the patients treatment plans.
In conclusion, students in the healthcare industry should try different learning methods and decide which suits them better. One-minute preceptor model is a popular concept these days, which might only be suitable to some due to the differences in their studying abilities. However, the idea has many benefits, allowing graduates to apply theories to practice and set the right diagnoses quicker. The development of the main five skills of the concept can assist young professionals in becoming better experts in physical therapy.
References
Arya, V., Gehlwat, V. K., & Verma, A. (2018). Perception of one-minute preceptor (OMP) model as a teaching framework among pediatric postgraduate residents: A feedback survey. The Indian Journal of Pediatrics, 85(598). Web.
Gatewood, E., & De Gagne, J. C. (2019). The one-minute preceptor model: A systematic review. Journal of the American Association of Nurse Practitioners, 31(1), 46-57. Web.
Neher, J. O., & Stevens, N. G. (2003). The one-minute preceptor: Shaping the teaching conversation. Family Medicine, 35(6), 391-393.
Savaria, M. C., Min, S., & Aghagoli, G. (2022). Enhancing the one-minute preceptor method for clinical teaching with DEFT approach. International Journal of Infectious Diseases, 115, 149-153. Web.
Servey, J., & Wyrick, K. (2018). Teaching clinical precepting: A faculty development workshop using role-play. The Journal of Teaching and Learning Resources. Web.
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