Adapting the one minute preceptor model to a Swedish context – clinical tutors' experiences of its usage in primary health care.
Saved in:
| Title: | Adapting the one minute preceptor model to a Swedish context – clinical tutors' experiences of its usage in primary health care. |
|---|---|
| Authors: | Rothlind, Erica (AUTHOR), Salminen, Helena (AUTHOR), Rolfhamre, Katarina (AUTHOR), Karlgren, Klas (AUTHOR), Toth-Pal, Eva (AUTHOR) |
| Source: | Scandinavian Journal of Primary Health Care. Dec2025, Vol. 43 Issue 4, p821-838. 18p. |
| Subjects: | Philosophy of education, Research funding, Qualitative research, Primary health care, Interviewing, Content analysis, Teaching methods, Quantitative research, Descriptive statistics, Mann Whitney U Test, Longitudinal method, College teacher attitudes, Clinical competence, Research, Adult education workshops, Medical preceptorship, Data analysis software, Health care teams |
| Geographic Terms: | Sweden |
| Abstract: | Background: The One Minute Preceptor model is one of few models proven to be effective in clinical training and validated for teaching clinical reasoning and medical knowledge. It has been introduced to tutors from various health care professions and is considered easy to learn. It is, however, not well-known in Scandinavian primary health care, and studies introducing the model in this context are lacking. Moreover, qualitative studies exploring the views of tutors using the model are also lacking. The aim was therefore to adapt the One Minute Preceptor model to a Swedish context and to explore tutors' experiences of applying it in a primary care setting. A qualitative method with quantitative elements was used. Methods: A workshop was designed and held in interprofessional groups at various primary health care centres in Region Stockholm. Follow-up interviews were conducted. Data were analysed using qualitative content analysis. Furthermore, pre- and post-surveys were administered. Results: The results showed that the tutors believed the model to be flexible, and easy to use and adapt, and their self-rated competence increased. Moreover, they believed it could help them give feedback and explore the students' reasoning. This is in line with previous research, but our study contributes by adding the tutor's how perspective on how the model affects these key elements of clinical tutoring. Conclusions: In conclusion, interprofessional workshops teaching the One Minute Preceptor model are readily held and may be feasible to scale up. Positive outcomes on clinical tutoring are likely; especially on feedback and clinical reasoning, where improvements are needed. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Primary Health Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: The One Minute Preceptor model is one of few models proven to be effective in clinical training and validated for teaching clinical reasoning and medical knowledge. It has been introduced to tutors from various health care professions and is considered easy to learn. It is, however, not well-known in Scandinavian primary health care, and studies introducing the model in this context are lacking. Moreover, qualitative studies exploring the views of tutors using the model are also lacking. The aim was therefore to adapt the One Minute Preceptor model to a Swedish context and to explore tutors' experiences of applying it in a primary care setting. A qualitative method with quantitative elements was used. Methods: A workshop was designed and held in interprofessional groups at various primary health care centres in Region Stockholm. Follow-up interviews were conducted. Data were analysed using qualitative content analysis. Furthermore, pre- and post-surveys were administered. Results: The results showed that the tutors believed the model to be flexible, and easy to use and adapt, and their self-rated competence increased. Moreover, they believed it could help them give feedback and explore the students' reasoning. This is in line with previous research, but our study contributes by adding the tutor's how perspective on how the model affects these key elements of clinical tutoring. Conclusions: In conclusion, interprofessional workshops teaching the One Minute Preceptor model are readily held and may be feasible to scale up. Positive outcomes on clinical tutoring are likely; especially on feedback and clinical reasoning, where improvements are needed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02813432 |
| DOI: | 10.1080/02813432.2025.2508370 |
