Improving clinical teaching for busy clinicians: integration of the one‐minute preceptor into mini‐clinical examination

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A common and traditional clinical teaching method takes the form of a case presentation, followed by directed inquiry to gather more detailed information, then discussion about any treatment plan. In a busy clinical environment, this method can be unstructured and may have limited scope for teaching and, more importantly, feedback for teacher and learner. Clinical teachers are often knowledge rich but time poor and direct clinical care remains a constant distraction. A practical challenge facing most clinicians is to find and use time‐efficient teaching strategies. Traditional methods tend to be directed toward patient care priorities, with low‐level questions, commonly resulting in mini‐lectures that can end with little or no feedback.1 Training programs are increasingly focused on improving teaching and learning methods to maximize trainee outcomes.
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