Teaching Strategy of One Minute Preceptor and its Approaches in the Past Two Decades: Systematic Review

In order to know OMP procedure, we searched for relevant English language articles, using the terms “one minute preceptor” in title and abstract, using data bases such as Clinical Key, ProQuest, PubMed, Scopus and Web of Science in-process (2000 to August 2017). Letter to editor, irrelevant article with OMP, articles without full paper and duplicate articles were excluded. For the included papers all reported outcome measures have been extracted and clustered into homogeneous outcome groups. Searching resulted in 133 articles. After initial screening of titles and abstracts, unrelated articles were excluded. Totally, 31 articles remained for detailed analysis. In all these studies, the main outcome measures categorized in 7 main groups such as: 1. OMP and effective ness, 2.OMP and develop, 3. OMP and SNAPPS, 4 .OMP and Traditional Mode , 5. OMP as teaching tool, 6. OMP and teaching skill, and 7. Teach OMP. Most studies were Opinion review and observational without control studies had the next frequency. The next one was non RCT, before–after design and randomized controlled trials and systematic reviews. The OMP improve educational processes and outcomes. Its effectiveness was in both teaching and patient diagnosis and improves quality of feedback and residents’ teaching skill in the clinical setting. Also, OMP did not show statistically significant improvements in teaching behavior. Results show OMP workshop for faculty members does not substantially improve residents’ perceptions of the quality or quantity. There should be a sustained effort to improve clinical teaching by faculty.