One Minute Preceptor

Known as the One Minute Preceptor or Five Step Micro-skills approach to educational situations. This approach provides a structure to educating on the go to ensure effective preceptorship and feedback is provided, especially in a busy clinical environment.

What is it?

  • Educating on the go.
  • Make the most of teaching time.
  • Microlearning: Fits in with learners faced with time poor situations.
  • Effective preceptorship structure.
  • Role modelling.

Five imperatives (or micro-skills):

  1. Get a commitment.
  2. Probe for supporting evidence.
  3. Teach general rules.
  4. Reinforce what was done right.
  5. Correct mistakes.

Examples for the Educator:

  1. What do you think is going on with this patient?
  2. What are the factors that have lead to you to the identified clincial issues?
  3. Give example of guideline or policy relevant to the case to set undertsanding of rules.
  4. Specific feeback.
  5. Clarify areas that were incorrect or alternative options could have been approached.

Aim of The Approach

  • Deeper level discussion.
  • Promote discussion.
  • Provide feedback.
  • Increase student satisfaction and learning.
  • Confidence to the preceptor.


Aagaard, E., Teherani, A., & Irby, D. M. (2004). Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept. Academic medicine, 79(1), 42-49.

CanadiEM. (2019). Teaching That Counts: The One-Minute Preceptor Model .

Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step “microskills” model of clinical teaching. The Journal of the American Board of Family Practice, 5(4), 419-424.