Case presentation methods: a&amp;nbsp;randomized controlled trial of the one-minute preceptor versus SNAPPS in a&amp;nbsp;controlled setting

Fagundes, Eleonora Druve Tavares; Ibiapina, Cássio da Cunha; Alvim, Cristina Gonçalves; Fernandes, Rachel Aparecida Ferreira; Carvalho-Filho, Marco Antônio de; Brand, Paul

doi:10.1007/s40037-020-00588-y

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…With regards to the latter, a number of formal teaching strategies which intended to help learners to work with uncertainty, were described. These studies largely fell into two groups: arts-based teaching which addressed issues of uncertainty and ambiguity (Klugman et al 2011 ; Nguyen et al 2016 ; Bentwich and Gilbey 2017 ; He et al 2019 ), and clinical teaching which used SNAPPS, a clinical reasoning scaffold with a specific focus on identifying uncertainties (Nixon et al 2014 ; Sawanyawisuth et al 2015 ; Wolpaw et al 2009 , 2012 ; Fagundes et al 2020 ). Other studies suggested that learners could develop ways to manage uncertainty through use of the Learning-by-Concordance approach (Fernandez et al 2016 ), simulation (Scott et al 2020 ) and a novel equine-facilitated workshop which introduced horses to medical students as “experiential surrogates for ambiguity” (Liou et al 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…Whilst our review suggests that students meet with uncertainty many times during their training, there were few examples of direct teaching, i.e., through arts-based approaches (Klugman et al 2011 ; Nguyen et al 2016 ; Bentwich and Gilbey 2017 ; He et al 2019 ) or clinical cases (Nixon et al 2014 ; Sawanyawisuth et al 2015 ; Wolpaw et al 2009 , 2012 ; Fernandez et al 2016 ; Fagundes et al 2020 ). When compared to other non-technical domains such as communication and team skills, this apparent scarcity is surprising (Buljac-Samardzic et al 2010 ; Berkhof et al 2011 ).…”

Section: Discussionmentioning

confidence: 99%

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The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Moffett

Hammond

Murphy

et al. 2021

Adv in Health Sci Educ

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Although the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Moffett

Hammond

Murphy

et al. 2021

Adv in Health Sci Educ

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“…Outro fator que se destaca é o protagonismo dos profissionais residentes, ultrapassando o papel de receptores de informações (Marques et al, 2021). A OMP na preceptoria da residência permitiu o desenvolvimento de raciocínio clínico em pesquisa clínica mediante a postura mais ativa dos profissionais residentes (Gatewood;De Gagne, 2019;Fagundes et al, 2020). Tal percepção da preceptora foi corroborada por relatos dos próprios residentes, que demonstraram maior confiança e empoderamento.…”

Section: Discussionunclassified

Preceptoria Em Um Minuto Na Residência Uniprofissional

Oliveira

2024

Saberes Plur.

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Introdução: Preceptoria em um Minuto (One-Minute Preceptor – OMP) é uma metodologia ativa de aprendizado com aplicabilidade na interação com pacientes mediante cinco passos (microhabilidades), representadas por comprometimento com o caso, busca de evidências concretas, ensinamento de regras gerais, ênfase nos aspectos corretos e correção de potenciais erros. O preceptor atua enquanto facilitador e o educando é o protagonista da construção do seu conhecimento. Objetivo: Apresentar o relato da experiência original de aprendizagem sobre fundamentos da pesquisa clínica, desenvolvida durante as atividades teórico-práticas de residência hospitalar, por meio do método OMP. Relato da experiência: A experiência traz a percepção da preceptoria uniprofissional em Enfermagem. A preceptoria durou um semestre e seus participantes foram profissionais residentes do primeiro ano de Enfermagem da Residência Uniprofissional em Cardiologia e Hemodinâmica (n=5), vinculada ao hospital especializado de Brasília, Distrito Federal, Brasil, de março a novembro de 2023. Cada residente ficou no setor de pesquisa clínica de 21 a 22 dias. Foram desenvolvidas tanto atividades teóricas quanto práticas. Houve atividades no laboratório de pesquisa, em unidade de imagem, de internação e, especialmente, nos ambulatórios. Para a avaliação das vivências práticas, foi usado o método OMP. A utilização da OMP na prática de atendimento ambulatorial, assim como nas discussões sobre a Pesquisa Clínica, facilitou o protagonismo e o raciocínio clínico dos profissionais residentes, possibilitando a resolução de problemas durante os atendimentos e a adaptabilidade do residente a um novo setor de atuação. Conclusão: A experiência de vivenciar procedimentos de pesquisa clínica, com preceptoria guiada pelo método OMP, permitiu aos profissionais residentes a aproximação e a construção de conhecimentos voltados à investigação clínica de seres humanos, qualificando sua formação.

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“…[11,12,19] Considering different barriers mentioned, appropriate learning methods should be chosen to align with the clinical learning environment. Research has identified three methods with sufficient evidence for teaching in clinical practice: the One Minute Preceptor Model, SNAPPS (a mnemonic for Summarize history and findings; Narrow the differential; Analyze the differential; Probe the preceptor about uncertainties; Plan Management; Select case related issues for self-study), [13] and concept mapping. Among these, the One Minute Preceptor Model and SNAPPS are particularly suitable for the demanding daily routine of clinical practice due to their shorter enrollment requirements.…”

Section: Introductionmentioning

confidence: 99%

The “Five Minute Preceptor Model”: Development and evaluation of a training course for preceptors in nursing practical education in Austria: A pilot study

Breznik,

Schermann,

Senft

et al. 2023

JNEP

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Objective: The “Five Minute Preceptor Model” (5MP) is a teaching method which addresses the training needs of students within clinical placements. Investigation of its applicability for nursing education is equally missing as research on designing effective 5MP trainings for nurse preceptors. Aim of the pilot study was to develop and evaluate a 5 MP training and to assess its impact by measuring the utilization of the 5MP steps by the nurse preceptors.Methods: A quantitative design was used to evaluate the training directly after attendance, using descriptive statistics for data analyzes. The application of the 5MP steps was investigated before and six months after training using Wilcoxon test for statistical analyzes. A significance level of p < .05 was set. Comparative factor analysis was used to examine the 5MP model itself.Results: Participants (N = 92) overall rating of the trainings was high. The higher they rated the trainings the more they would applicate the 5MP in future preceptorship. Newsworthiness of the training was designated high but no difference was found in the application of the 5MP steps prior and after attendance of the training. Comparative factor analysis indicated that the 5MP steps were seen as more important after the training.Conclusions: The results suggest that the training is suitable for teaching nurse preceptors to use the 5MP. Although no significant differences were found in pre- and post-training usage, the comparative factor analysis shows increased knowledge through training attendance. Larger studies are needed to gain deeper insights into the 5MP model.

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Case presentation methods: a randomized controlled trial of the one-minute preceptor versus SNAPPS in a controlled setting

Cited by 5 publications

References 17 publications

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Preceptoria Em Um Minuto Na Residência Uniprofissional

The “Five Minute Preceptor Model”: Development and evaluation of a training course for preceptors in nursing practical education in Austria: A pilot study

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