Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Review
. 2021 May 24;8(6):89.
doi: 10.3390/vetsci8060089.

Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching

Amanda Nichole Mandi Carr  1   2   3 , Roy Neville Kirkwood  2 , Kiro Risto Petrovski  1   3
Affiliations
Review

Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching

Amanda Nichole Mandi Carr et al. Vet Sci. .

Abstract

Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1-4 h of training is usually recommended.

Keywords: deep learning; student-focused education; veterinary training tool; workplace training techniques.

PubMed Disclaimer

Conflict of interest statement

The authors declare no conflict of interest.

Similar articles

See all similar articles

Cited by

References

    1. Humm K.R., A May S. Clinical Reasoning by Veterinary Students in the First-Opinion Setting: Is It Encouraged? Is It Practiced? J. Veter. Med. Educ. 2018;45:156–162. doi: 10.3138/jvme.1016-153r. - DOI - PubMed
    1. Kertis M. The One-Minute Preceptor: A five-step tool to improve clinical teaching skills. J. Nurses Staff. Dev. 2007;23:238–242. doi: 10.1097/01.NND.0000294930.06672.c1. - DOI - PubMed
    1. McCobb E., Rozanski E.A., Malcolm E.A., Wolfus G., Rush J.E. A Novel Model for Teaching Primary Care in a Community Practice Setting: Tufts at Tech Community Veterinary Clinic. J. Veter Med. Educ. 2018;45:99–107. doi: 10.3138/jvme.1116-174. - DOI - PubMed
    1. Smith B.P., Walsh D.A. Teaching the art of clinical practice: The veterinary medical teaching hospital, private practice, and other externships. J. Vet. Med. Educ. 2003;30:203–206. doi: 10.3138/jvme.30.3.203. - DOI - PubMed
    1. Dalessio S.J. A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment. Perspect. ASHA Spéc. Interes. Groups. 2019;4:1465–1472. doi: 10.1044/2019_PERS-SIG11-2019-0015. - DOI

LinkOut - more resources