# The synergistic impact of "SO-TO-DO" and one-minute preceptor models on skill and knowledge development

## TL;DR

A new teaching method combining 'SO-TO-DO' and the one-minute preceptor model improves medical students' skills and knowledge.

## Contribution

Combining SO-TO-DO with the one-minute preceptor model enhances skill retention and accuracy in medical training.

## Key findings

- First-year medical students showed better retention and accuracy using the combined method for devices like ECG and audiometer.
- The new assessment pattern with MCQs and OSPE outperformed traditional methods in results.
- Structured feedback in the hybrid approach improved student participation and understanding.

## Abstract

Medical education transforms to competency-based systems which require knowledge with practice. Hence, integrating "So-to-Do" with
Modified One-Minute Preceptor (OMP) model is critical. First-year medical students showed better retention of learning material and
better accuracy in device operation by using this combined method for sphygmomanometer and audiometer and ECG. The new assessment
pattern involving MCQs and OSPE delivered better results than conventional instructional methods. Evaluation from students along with
faculty demonstrated higher levels of participation while showing better understanding among participants alongside enhanced evaluative
abilities. Students learned their skills better because of structured feedback given in a stepwise manner. Proof from the hybrid
teaching approach indicates its ability to deliver efficient modern medical education systems.