A five-step "microskills" model of clinical teaching

J Am Board Fam Pract. Jul-Aug 1992;5(4):419-24.

Abstract

Teaching family practice residents in a clinical setting is a complex and challenging endeavor, especially for community family physicians teaching part-time and junior faculty members beginning their academic careers. We present a five-step model of clinical teaching that utilizes simple, discrete teaching behaviors or "microskills." The five microskills that make up the model are (1) get a commitment, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce what was done right, and (5) correct mistakes. The microskills are easy to learn and can be readily used as a framework for most clinical teaching encounters. The model has been well received by both community family physicians interested in teaching and newer residency faculty members.

MeSH terms

  • Clinical Competence*
  • Decision Making
  • Education, Medical, Graduate / methods*
  • Education, Medical, Graduate / standards
  • Faculty, Medical / standards
  • Family Practice / education*
  • Humans
  • Internship and Residency / standards
  • Interprofessional Relations
  • Models, Psychological*
  • Preceptorship / methods*
  • Preceptorship / standards
  • Problem Solving
  • Reinforcement, Psychology
  • Role
  • Teaching / methods*
  • Teaching / standards