The One Minute Learner
BUSM Department of Family Medicine
The One Minute Learner (OML) is designed to prompt students and preceptors to proactively discuss goals and expectations for a patient care session. Both the student and preceptor should actively participate.
A quick discussion up front will put everyone “on the same page”, and make the session more effective and efficient.
· Preceptors will explain their expectations and goals for the student.
· The student will articulate their goals, learning needs and clarify expectations.
· Use the OML at the beginning of the rotation and before clinical sessions throughout the rotation.
· You can use all or parts of the OML during any given discussion.
ONE MINUTE LEARNER HUDDLE
Have this brief discussion with your student before the session starts:
1. GOALS
§ Elicit the student’s current level of training
“What year of training are you in?” “What rotations have you completed?” “How long have you been at this practice site?” “Do you have other prior clinical experience?”
§ Ask the student about his/her specific learning goals for the day.
o Encourage the student to use his/her own self-assessment of clinical skills.
§ Discuss any specific goals you have for the student
o Think about the student’s learning goals, self assessment, and/or your prior observations.
“Today I really want you to focus on developing your assessments and plans and discussing them in your patient presentations.” “I have several well child checks on my schedule this morning, and I know you haven’t had pediatrics yet, so this would be a great opportunity for you to practice your skills in well child care.”
§ Preparation for the huddle
o Ask the student to spend time thinking about specific learning goals BEFORE the huddle
o Ask the student to think about their goals for the entire rotation, and where they are in the trajectory of that plan.
o Ask the student to think about HOW they will achieve these goals.
o Have the student preview the day’s schedule, and identify appropriate patients.
o Preview your patients for the clinical session with the student’s learning needs/goals in mind.
o Think about areas that you think the student needs to work on and focus your goals there.
2. GETTING GOING
§ When and how should the student start seeing patients?
o Should the student see any patient that is available? See (or not see) specific patients?
o Should the student room patients themselves? Talk with your MA or nurse?
3. HOW MUCH and HOW LONG?
§ How much of the visit should the student do on his/her own?
§ How long should the student spend with each patient?
4. PRESENTING
§ Where should the student present to you?
§ What presentation format should be used? How detailed a presentation do you want?
5. CHARTING
§ What format should the student use for notes?
§ When should the student write notes?
6. QUESTIONS
§ When is a good time to discuss questions the student has? What is a good resource to use to look up questions?