The Microskills approach to teaching has 5 steps to guide residents in teaching medical students in clinical settings (Neher, Gordon, Meyer & Stevens, 1992). The last two steps calls for the resident to "reinforce what was right" and "correct" student performance, that is, to suggest or model corrective action - reminding us to offer feedback.
Enhance the 1-minute preceptor Microskills approach by incorporating the principles of the "reflective and constructive feedback conversation" (Cantillon P & Sargeant, 2008) in the final step - Reflect & Correct!
- aligned with the overarching educational framework for medical student education and instructional development that emphasizes reflective engagement in learning, teaching and practice.
- based on a synthesis of scholarly literature in medical education on the principles of giving constructive feedback.
- offers guidance to all educators in any teaching situation.
- Cantillon P, Sargeant J, Teaching Rounds, Giving Feedback in clinical settings. BMJ; November 2008; 337(7681), pp. 1292-1294; 2008.
- Neher, J.O., K.C. Gordon, B. Meyer & N. Stevens (1992). A five-step “microksills” model of clinical teaching. Journal of American Board of Family Practice 5:419-424.
- Neher JO, Stevens NG. (2003). The one-minute preceptor: shaping the teaching conversation. Fam Med 35(6):391-3.