Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting

Stephen M. Salerno, Patrick G. O'Malley, Louis N. Pangaro, Gary A. Wheeler, Lisa K. Moores, Jeffrey L. Jackson

Research output: Contribution to journalArticlepeer-review

90 Scopus citations


OBJECTIVE: While several models of medical student instruction in the ambulatory setting exist, few have been formally studied. We wished to assess the impact of a faculty development workshop based on the One-Minute Preceptor model on the amount and quality of feedback in the outpatient setting. DESIGN: Ambulatory teaching behaviors were studied during consecutive outpatient precepting sessions before and after 3 faculty development workshops. Student-teacher interactions were assessed using audiotapes of teaching encounters coded through qualitative techniques, and surveys of teacher, learner, and patient satisfaction. SETTING: Ambulatory internal medicine clinic in a tertiary care medical center. PATIENTS/PARTICIPANTS: Nine board-certified internist faculty preceptors and 44 third-year medical students. INTERVENTIONS: Three 90-minute faculty development seminars based on the One-Minute Preceptor teaching model. MEASUREMENTS AND MAIN RESULTS: Ninety-four encounters with 18,577 utterances were recorded, half before and half after the seminars. After the workshops, the proportion of utterances that contained feedback increased from 17% to 22% “P = .09” and was more likely to be specific “9% vs 15%; P = .02”. After the workshops, teachers reported that the learning encounters were more successful “P = .03” and that they were better at letting the students reach their own conclusions “P = .001”, at evaluating the learners “P = .03”, and at creating plans for post-encounter learning “P = .02”. The workshops had no effect on the duration of the student-teacher encounter or on student or patient satisfaction with the encounters. CONCLUSIONS: Brief, interactive, faculty development workshops based on the One-Minute Preceptor model of clinical teaching resulted in modest improvements in the quality of feedback delivered in the ambulatory setting.

Original languageEnglish
Pages (from-to)779-787
Number of pages9
JournalJournal of General Internal Medicine
Issue number10
StatePublished - 2002
Externally publishedYes


  • Ambulatory
  • Faculty development
  • Feedback
  • Teaching


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