Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching

Abstract

Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1–4 h of training is usually recommended.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

“…This should be independent of the type of case (e.g., casebased scenario or a 'real' clinical case, either carefully selected or 'whatever comes through the door' (the 'clinical encounter'). For stimulation of deeper learning, the management of the case encounter can utilize a clinical teaching model, such as the Five microskills model, including debriefing with elements of reflection [11].…”

“…Much of the experiential learning is delivered on an 'apprenticeship' model basis, where learning occurs during the clinical encounter, in contact with the client and the patient [5]. Clinical teaching methodology should not be restricted to the 'clinical years' but rather be addressed throughout the curriculum, as we have discussed previously [11]. Veterinary school accreditation bodies and some registration authorities tightly regulate the minimum requirements of experiential learning of veterinary learners.…”

“…Therefore, we felt that this review could facilitate discussion and/or research in this area. Cited literature [3][4][5][12][13][14][15][16] Clinical teaching can be delivered in a variety of settings [3,11,[16][17][18] with successful clinical teaching depending on a variety of factors, including the complex interplay between personalities, beliefs and teaching settings [17,19]. Achieving the learning objectives and attaining the graduate attributes of veterinary learners are less affected by the setting where the clinical encounter occurs but more important are the skills of the clinical instructor to deliver the clinical teaching using a multidimensional approach [12,17].…”

“…Use of clinical teaching models such as the Five Microskills Model. The use of clinical teaching models stimulates discussion and enquiries related to the clinical encounter that are particularly useful in the development of clinical reasoning of learners, yet with minimal time requirements of the clinical instructor in a busy practice [11,19].…”

“…Involvement in the clinical encounter. Learners may be involved by brief teaching models (e.g., Five Microskills [11]) or a formative assessments (e.g., grand rounds presentation/s).…”