Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching

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...

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Bibliographic Details
Published in:Veterinary sciences 2021-05, Vol.8 (6), p.89
Main Authors: Carr, Amanda Nichole (Mandi), Kirkwood, Roy Neville, Petrovski, Kiro Risto
Format: Article
Language:English
Subjects:
Behavior
Critical thinking
Deep learning
Feedback
Independent study
Knowledge
Medical education
Review
School environment
Skills
student-focused education
Teaching methods
Verbal communication
Veterinary medicine
veterinary training tool
workplace training techniques
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Summary: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.
ISSN:2306-7381
2306-7381
DOI:10.3390/vetsci8060089