Microskills 1 Minute Preceptor Includes Feedback

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!

This adapted approach is

  • 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.

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