Introduction of a One-Minute Preceptor in Orthopaedics by Dr. Umesh

Introduction

Due to time constraints and work overload, postgraduate instruction in clinical disciplines like orthopaedics is severely hindered. Traditional postgraduate education techniques, including seminars, lectures, and journal clubs, place a greater emphasis on academic knowledge than on the development of clinical skills. Case presentations, which depend heavily on both parties' dedication, are the primary method of teaching clinical skills.

One Minute Preceptor (OMP), a quick but efficient teaching-learning method, is a five-step "micro skill" model of clinical instruction. 

There are Five Micro-Skills

• Get the learner to commit by having them describe their diagnosis or goal.
• Examine the learner's knowledge or reasoning by looking for proof.
• Teach a basic principle - Teach the learner common "takeaways" that they can apply to new situations. ideally at a learning target's point of weakness
• Reiterate what worked well and offer congratulations.
• Correct errors and offer suggestions for improvement along with constructive criticism.

The main advantage of this approach is case-based instruction in ambulatory care settings, with meaningful student-teacher contact and no interference with patient care, in outpatient departments or wards. All responders to Neher et aloriginal's description of the model rated it as "pretty helpful," but 58% of faculty members rated it as "very beneficial" for clinical instructors. There are conflicting opinions on this method's use and effectiveness in the literature.

In order to introduce the One Minute Preceptor teaching-learning approach to Post Graduate Orthopaedic students and to identify the variables affecting learner satisfaction with the module, the current study was created.

To introduce OMP as a teaching and learning strategy to post-graduate orthopaedic students.

The use of One Minute Preceptor as a Teaching and Learning Method for Postgraduate Orthopaedic Residents to evaluate One Minute Preceptor's viability and acceptance as a teaching and learning method for postgraduates in the department of orthopaedics.

To evaluate postgraduate students' opinions on the one-minute preceptor as a teaching and learning method in the orthopaedics department. To evaluate the faculty's opinions of the one-minute preceptor as a teaching and learning method in the orthopaedics department.

Quantitative

After each session, the faculty member leading the OMP filled out a separate page with information on the session, including a percentage assessment of the student overall (0-100).

Following the conclusion of every OMP session, a specially created Google form was used to collect input from students (n = 24) and professors (n = 14). Open-ended and closed-ended questions are also included in the feedback form.

Thematic analysis was used to evaluate open-ended reflections and feedback, and verbatim replies were also shared.

Ethics

The institution's ethics committee gave its approval before the study could begin. to assess how PG residents and faculty felt about the OMP teaching paradigm in an ambulatory setting at PGIMS Rohtak. The findings demonstrated that the residents believed OMP to be a useful teaching tool for strengthening clinical reasoning abilities and boosting confidence and enthusiasm for continued study. In the current study, it was also discovered that faculty (preceptor) acceptance of OMP was very high. 70% of the faculty members believed that OMP helped them identify the student's learning needs and boosted their confidence in judging the students' knowledge. The findings are consistent with a prior multicentric. in which 116 preceptors reported feeling more confident in evaluating students' presentation abilities, clinical reasoning, and knowledge after seeing videotaped encounters using both the OMP and traditional approach. Positive opinions on OMP were also expressed by the faculty after participating in faculty development programmes in earlier research, which is consistent with the findings.

Result

A median of 21 residents said that they agreed or strongly agreed with 6 of the study's 9 issues. 87.5% of the students supported using OMP in PG instruction. Similar outcomes on student perception in earlier studies have also been reported in the literature.  Gynaecology residents reported having a similar learning experience following the OMP-based training. It may have been caused by the student's preference for didactic instruction, which prevented them from correctly interpreting learner-centred methods like OMP. The postgraduates discovered that OMP was an excellent technique of learning and that it caused students' clinical abilities to significantly increase. The study's findings support the viability of using OMP as a teaching and learning approach for orthopaedic postgraduate students. OMP was seen as a useful and practical teaching tool in the outpatient training of PG residents by both residents and faculty. In addition to conventional instruction, OMP can be used to help postgraduate residents develop their analytical abilities. OMP was regarded as a successful formative assessment technique by the faculty as well.

Journal Homepage: https://www.jotsrr.org/ 

Submission Link: https://www.scholarscentral.org/submissions/orthopaedics-trauma-surgery-related-research.html 

Apart from microbiology we need to look out for our environmental issues also, you can read about the relationship between asthma and air pollution here: https://www.pulsus.com/scholarly-articles/the-relationship-between-asthma-and-air-pollution-11647.html