Marianne Meng Ann Ong1 & Sandy Cook2
1Department of Restorative Dentistry, National Dental Centre, Singapore; 2Academic Medicine Education Institute, Duke-NUS Medical School, Singapore
Aim: To describe residents’ expectations of faculty using the One-Minute Preceptor (OMP) in microskills and their ratings of faculty performing them during clinical sessions.
Methods: Prior to the start of residency, residents were invited to participate in a survey on residents’ expectations of faculty performing the OMP microskills in clinical teaching activities using a 4-point Likert scale. At the end of Year 1, they rated faculty on their use of the OMP microskills using a 4-point Likert scale using a second survey.
Results: Sixteen Year 1 residents completed the first survey and 15 residents completed the second survey. Prior to residency, correcting mistakes with feedback was the highest rated microskill (3.78) and obtaining a commitment was the lowest rated (3.15). At the end of Year 1, residents rated faculty performing getting a commitment as the highest (3.63) and giving feedback the lowest (3.17).
Conclusion: In this small cohort of residents, expectations were high around the OMP microskills. Residents felt faculty performed them well in their first year of residency. However, residents view of the importance of the five OMP microskills by faculty differed from their perception of how well the faculty demonstrated them. Future studies could explore if residents’ perceptions of importance changed over time or were related to their view on the quality of performance by faculty. Faculty will be further encouraged to employ the five OMP microskills to maximise their teaching moments with residents managing patients in busy outpatient clinics in National Dental Centre Singapore.
Keywords: Learner Perception, Expectation, Evaluation, Clinical Teaching
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